Forrest Hill Academy School-wide Discipline Plan 2010-11 2930 Forrest Hill Drive Atlanta, Georgia 30315 Tricia M. Rock, Principal *Revised 9/24/10 (tmr-2010)
Guiding Principles • We believe every child has the right to an appropriate education in a safe environment and has the responsibility to allow others the same opportunity. • We reward and encourage the effort, achievement and excellence of all students. • We constantly challenge students to excel and achieve to their highest potential.
Vision • We respect and encourage the varied learning styles, developmental stages and academic diversity that our students bring with them. • From a positive, secure and nurturing environment, students will emerge with healthy self-esteem and a willingness to take risks and assume responsibility for their actions. • The FHA staff is committed to providing an atmosphere where every child will be actively involved in learning and challenged to his/her highest potential. Innovative teaching techniques, modern technology, and risk taking experiences will be combined to meet the educational, emotional, physical and social needs of each child.
Mission • Our school’s mission is to provide a safe, nurturing environment for learning where students are challenged to reach their highest levels of social, emotional and academic development.
Philosophy Statement • We must provide opportunities for children to make appropriate behavioral choices. Our expectations for students’ behavior must be taught and reviewed frequently. • When handling behavior issues, we must remember the importance of establishing strong positive relationships with students. We must respond to the situation in a caring and professional manner. • A positive school climate will guide social and academic growth for all students. Positive school-wide behavior management is necessary if learning is to take place. Forrest Hill’s discipline plan incorporates positive school-wide behavior management, successful interventions and the training of students in procedures.
Goals and/or Objectives Increase positive student behavior choices and reduce negative behavior choices • Reduce the number of office referrals by 20% • Use ISS as an alternative to home suspensions when applicable • Reduce the number of home suspensions by 10%
FHA Discipline Committee Worksheet 2010-11 Name of School: Forrest Hill Academy Discipline Committee is representative of the school faculty and includes an administrator. Team Leader ( William Strickland, Assistant Principal)
Discipline Committee • The FHA Discipline Committee will meet the week following the week that the data is received from the DATA Website. • Nichole Nichols, Data clerk, will be responsible for getting the data to the committee.
(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) Nichole Nichols, Discipline Data Clerk 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: Nichole Nichols, Discipline Data Clerk 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) By student and by infraction 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: William Strickland– Team Leader Team may wish to lead faculty in brainstorming intervention strategies based on data. Share successes and areas of continued efforts.
School Rules • Be responsible • Keep hands, feet and objects to self • Be honest and positive at all times • Be respectful to self, others and school property
How we teach the rules and procedures • Classroom teacher teaches and reinforces daily • Morning and afternoon announcements • Student handbook • Newsletters • Parent orientation meetings • Rules posted in classrooms and throughout the building
School Procedures • All students enter school and go into the community. Students who plan to eat breakfast sit in the breakfast area until breakfast is over. Students not eating breakfast sit in the area enter their designated class. Students do not talk during this time. At 8:15 teachers prepare for students. • At dismissal, all bus riders wait for their bus to be called. They are monitored by support staff. Car riders are escorted by teachers or paraprofessionals from their grade level down the front walkway to the parked cars. Walkers are escorted by designated teachers or paraprofessionals from their grade level out the side doors. • In the hallways students must always walk on the right side. Students not escorted by a teacher must always have a hall pass. • Teachers or paraprofessionals walk students to the cafeteria line for lunch. Students sit at designated tables and remain seated unless given permission to get up by an adult monitor. Students must get all supplies when they go through the line the first time. Lunch rules are posted at all times. • Assemblies are held in the multi-purpose room. Teachers will walk students to the multi-purpose room when called. Students sit with their teacher and remain quiet and orderly at all times. • Teachers escort their classes to the restroom on a scheduled basis. Restroom rules are posted and are reviewed daily by all teachers. • Office referrals are used as one form of consequence in our discipline plan. An office referral usually comes as a last resort.
Classroom Procedures • Students take part in establishing rules for the classroom • Restroom breaks during the first and last 15 minutes of class • Conduct reports are sent home weekly by Outreach Workers
School Wide Incentives • Fight Free School celebrations • Student of the Week • Fun Friday for individual classes each six weeks • Caught Being Good Awards • Weekly incentives by teachers • Honor Roll Awards each six weeks • Field Trips
Teacher Incentives • Attendance awards—six weeks and yearly • AYP celebration • Award for teacher/class having most parent participation at school functions • Yearly academic achievement incentive awards for teachers • Periodic incentives at faculty meetings • Teacher Appreciation Week
Resources for Incentives • Adopters • Community agencies & businesses • Restaurants • Fundraisers • Churches • Parent organizations
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
Character Education • Character education classroom lessons are taught by counselors to all students for a six -week period • REP teachers supports character education in skills classes • Instructional coaches use “How to Manage your parents” character building announcements every morning in the communities • Teachers use Advisory journals every Friday for student journal writing on the character trait of the week
ATOD Prevention • Alcohol, tobacco, and other drug prevention education is covered in Advisory • Classroom teachers cover “How to Manage Your Parents” curriculum • Red Ribbon Week is celebrated each year and the school counselors discusses drugs and why students should be drug free
Child Abuse Training • Annual child abuse training was done with the faculty on Wednesday, September 22, 2010 by Dr. Terrilyn Rivers-Cannon, School Social Worker.
Bullying Prevention • The school counselors will do ADL bullying prevention training with the faculty including defining, recognizing early signs and providing strategies for addressing • Bullying prevention classroom lessons are presented to all students by the school counselor during the second six weeks of school. “Bully Free Classroom” and cyber-bullying materials are used.
School Safety Plan • Please indicate the date your plan was submitted-July 2010 • Dates for drills (see online) • Dates for training (see online) • Dates for plan review (see online)
Monitoring Process • School, classroom and individual discipline data are analyzed by the Discipline Committee. • Adjustments are made as needed to the school-wide discipline plan. • The SST team process is used to develop intervention plans for students with at-risk behaviors.
Action Steps • Our informal PBIS survey showed only two questions that 80% of our faculty agreed were fully in place. However, there were over half of the questions that 80% agreed were either fully or partially in place. Therefore, the committee felt we should spend the first two weeks of November with the faculty revisiting the questions marked “partially in place” to see what the concerns were. In doing this we feel that more of the questions may become 80%, thus giving us a more definitive area to target for our action plan.
Prevention Programs • Fight Free Schools • Bully Prevention • Conflict Resolution • How to Manage Your Parents • Classroom Management That Works • Marcia Tate’s Shouting Won’t Grow Dendrites • These programs are taught to all students by the school counselors, and the classroom teachers.
Intervention Plan • Mentoring by staff and ACIP mentors • Groups facilitated by counselors and/or social worker include social skills, anger management and decision making. • Students who have had several office referrals are referred to the SST/RTI coordinator/counselors/ and social worker for possible outside counseling specific to their individual needs • Serious repeat offenders may need to have FBAs and BIPs developed.
In-School Suspension Plan • ISS is one consequence in our system of progressive levels of discipline. • Students complete individual class assignments and a written reflection on their behavior choices that caused their ISS placement, including other alternatives to demonstrate positive behavior choices. • Repeat offenses may require a parent conference.
Secondary Intervention Evaluation • Secondary evaluations are made based on student behavior following interventions done by counseling sessions and group activities conducted by the counselor and/or social worker. • Data from discipline referrals, time in ISS and teacher observations are also used in evaluations.
Tertiary Interventions • Students with five or more days of suspension are required to have a Functional Behavioral Assessment and Behavioral Intervention Plan. • Students use Check-in Check-out. • Students are assigned a faculty mentor. • Success of interventions is determined by observation and review of office discipline referrals (Currently two students have BIPs).
Celebration • Incentives for Honor Roll student each six weeks • Redemptions of “Eagle Cash” for “Caught Being Good” • Class party for no referrals for six weeks • Fight Free celebrations • Field Trips
Conclusion • At Forrest Hill Academy we realize the development and implementation of our school-wide behavior plan is an ongoing process. Our goal is for our students to acquire skills and learn to form meaningful relationships needed to function socially and be productive citizens who make a positive contributions to society.