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School Name School-wide PBIS Plan (Discipline Plan) 2010-11

School Name School-wide PBIS Plan (Discipline Plan) 2010-11. School Address Memphis, Tennessee. Guiding Principles. Beliefs School Character Points Values. Vision. Input school vision statement. Mission. Input school mission statement. Philosophy Statement.

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School Name School-wide PBIS Plan (Discipline Plan) 2010-11

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  1. School Name School-wide PBIS Plan(Discipline Plan) 2010-11 School Address Memphis, Tennessee Revised 7/10

  2. Guiding Principles • Beliefs • School Character Points • Values Revised 7/10

  3. Vision • Input school vision statement Revised 7/10

  4. Mission • Input school mission statement Revised 7/10

  5. Philosophy Statement • Input shared philosophy statement Revised 7/10

  6. Previous Results • What progress have you made toward 09-10 school wide discipline goals? • List graphs and short explanations comparing 07-08, 08-09 & 09-10 • Data sources may include: • SMS • PBIS data website • Research, Evaluation & Assessment Department • Self Assessment Survey (SAS) and School Evaluation Tool (SET) if available & Team Implementation Checklist (TIC)

  7. Goals or Objectives • Input goals or objectives for 2010-11 (for example… decrease suspensions by 10%, decrease office referrals by 15%, increase student attendance, time on task, etc.) • Action Plan based on SAS, SET, TIC will be submitted separately Revised 7/10

  8. MCS School-wide PBIS (Discipline) Team Worksheet2010-11 Name of School: _________________ PBIS Team is representative of the school faculty and includes an administrator. Fill in the names of team members and designate counselor who will serve as Team Leader (TL) / Internal Coach *Indicates members mandated by MEA contract; others may be invited as needed See next slide for further instructions Revised 7/10

  9. SW PBIS Team(This slide is for information purposes only; do not include in Plan) • What needs to happen for this team to meet once every 2-4 weeks? • Someone on team designated to be responsible for data from PBIS DATA Website and/or SMS 20 day reports • Complete Meeting Schedule for the year Revised 7/10

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

  11. Please insert names of Team members below: (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 SW PBIS Team. 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 reporting period. Also consider office referral procedures and data integrity. (C) Faculty meeting to discuss behavior should be held within a week of the SW PBIS Team’s 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.

  12. Monitoring Process • How is data used by the School-wide PBIS Team to determine progress toward goals and Action Plan? Revised 7/10

  13. SAS/TIC Action Plan • SAS results from November, 2009 and/or March, 2010 available if taken: • Results sent from RISE Project • Contact RISE if need copy at 901-678-4932 • Develop your prioritized 2010-11 Action Plan based on 09-10 data: • Self Assessment Survey (SAS) from RISE • SAS Summary form http://www.mcsk12.net/aboutmcs_blue_ribbon.asp • Team Implementation Checklist (TIC) • Schoolwide Evaluation Tool (SET) from RISE • Complete Action Plan and submit with SWPBIS Plan

  14. Self Assessment Survey Analysis of School-Wide System Chart • If significant number of your staff took online survey in March, 2010, you received your results and recommendations from RISE • Copy tables from Systems “In Place” and Analysis of School Wide System and paste in next slides Revised 7/10

  15. Sample SAS Tables Revised 7/10

  16. Sample Analysis of School Wide System Revised 7/10

  17. Celebration • How do you communicate your successes school-wide, at the staff level and at the student level? For example: • Announcements • Bulletin Boards • Showcase accomplishments • Faculty/parent meetings • Submit information to MCS publications and media • Community rallies • etc. Revised 7/10

  18. School Rules(Please insert your school rules below) State and post throughout the building 3 – 5 positively stated school wide rules For Example: • Respect Self or Be Safe • Respect Property Be Respectful • Respect Others Be Responsible Revise samplematrix 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 7/10

  19. Sample Behavioral Expectation Matrix(Insert your own Matrix and revise settings as needed) Revised 7/10

  20. Develop Pre-referral Behavior Classification (Develop &Insert your charts of Staff Managed and Office Managed behaviors based on the sample on the following page) Revised 7/10

  21. Sample Staff & Office ManagedBehavior Chart

  22. Develop Pre-referral Flow Chart • Develop a flow chart describing general procedures for dealing with problem behaviors. Example provided on next slide Revised 7/10

  23. Sample Flow Chart for Dealing with Problem Behaviors Observe problem behavior Is behavior staff managed? Find a place to talk with student(s) YES NO 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 Revised 7/10

  24. Teach the Rules, Expectations and Procedures • Describe here how you communicate and teach the school-wide rules, expectations and procedures including: • Classroom rules should be the same as schoolwide rules; behavioral expectations may differ by location • Lesson Plans (taught within at least the first 5 days each semester and ongoing booster/review sessions as needed) See sample next page and see websites at end of document for more examples • Opportunities for practice • Active monitoring of rule following behavior • Posting rules prominently in all areas of building(s) • Media (announcements, Channel 1, etc.)

  25. Teach the Code of Conduct(This slide is for information purposes only; do not include in Plan) • Use Code of Conduct Teacher Resource Guide posted on Policy website to teach Code of Conduct first two weeks of school • Administer Post-test to every student (Post-tests for K-3, 4-5, Middle and High School found on Policy website with answer sheet for all) August 24-25, score & submit to school coordinator to summarize for district report • Desire every student to score 80% or above; schedule make up/retest for those absent or scoring below 80% Revised 7/10

  26. Code of Conduct Post test Information • School: • Principal: • School Enrollment: • Number of Post-test administered: • % of students scoring 80% or above: • Date make up/retest scheduled (for absentees and students scoring below 80%): • Name of Person Submitting Form: • Title: • Phone: Document to submit by 8/27/10 is on MCS website Revised 7/10

  27. Annual PBIS Kick-off • Teach MCS Code of Conduct • Administer Code of Conduct Post-tests • Teach Schoolwide Rules and Behavior Expectations from matrix • When district and school universal rules and expectations are understood, celebrate the beginning of a new, positive school year Revised 7/10

  28. School Procedures • List school procedures for entering school • Closing of school/buses • Passing Classes • Lunchroom • Assemblies • Referrals • Restrooms • Hall passes • Ongoing orientation for new students Revised 7/10

  29. Classroom Procedures Describe your consistent Schoolwide Classroom procedures, such as: • Hall Passes • Asking for help • Cooperative groups • Turning in homework • Writing assignment protocol • Make up work • Communication with parents (Parent CONNECT, phone calls, e-mail, notes, etc.) • Etc. Revised 7/10

  30. 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 acknowledgement such as 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. See sample for school and community on next slides.

  31. Apple Traits at SchoolStudent Name __________________________________Displayed the Apple Trait of:Respect SelfRespect PropertyRespect Others (Circle the trait you observed)Staff Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Sample Incentive Ticket for School Revised 7/10

  32. Sample Incentive Ticket in the Community Apple Traits in the Community Student Name __________________________________Displayed the Apple Trait of:Respect SelfRespect PropertyRespect Others (Circle the trait you observed)Signature _____________________________________________Location______________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth. Revised 7/10

  33. 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 7/10

  34. Sample Teacher Recognition Revised 7/10

  35. Identify Your Resources for Incentives For Example: • Adopters • Community agencies & businesses • Restaurants • Fundraisers • Churches • Parent organizations • Others Revised 7/10

  36. Communication with Parents & Community • Document communications and activities with parents and community members about PBIS and your Schoolwide PBIS Plan. • Letter Home • Website • Parent Newsletter • Parent Meetings • E-mail • Parentlink Revised 7/10

  37. Character Education • How does your school support character education (i.e., Health & P.E., morning announcements, class meetings, curricula, etc.) • Can be infused with SW Rules • Please give implementation details: who (staff & students), what, when • MCS 6 Character Traits: Honesty, Respect for self & others, Responsibility, Kindness, Fairness, Hope Revised 7/10

  38. 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 7/10

  39. 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 7/10

  40. 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, Facing History, Peer Mediation, Peaceable Schools, Kingian Nonviolence, bullying prevention programs, conflict resolution, etc…)? • Implementation (taught by whom, to whom, how often) Revised 7/10

  41. 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 7/10

  42. Intervention Strategies • Describe secondary interventions (Tier 2) for students who have been referred to the office 2 - 5 times, such as: • group counseling (give types of groups and with whom), • targeted intervention programs for select students (i.e., Check In, Check Out), • mentoring, • Brief/simple behavior plans for repeated minor infractions and over 5 days out of school suspension (using BIM and other resources), • In School Suspension

  43. 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 7/10

  44. 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 7/10

  45. Secondary Intervention (Tier 2) Evaluation • What is your Tier 2 Team using as indicators of progress & success for students who participate in your secondary interventions (Tier 2)? For example: • Number of office referrals • Observation data • Anecdotal reports • Student surveys • Other Revised 7/10

  46. Tertiary Interventions (Tier 3) • How does your School Support Team (S-Team) identify and plan for these students? • Number of Functional Behavior Assessments and comprehensive Behavior Intervention Plans • Number of participants in SHAPE Program http://www.mcsk12.net/shape/ • Number of Threat Assessments • Number of expulsions • How do you monitor success of interventions?

  47. Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Tier 3 Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior % Tier 2 Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior % Tier 1 Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings % of Students Revised 7/10

  48. Insert Your 09-10 Triangle Revised 7/10

  49. Computation for Triangle • Number of students with 6+ office referrals (red zone)= Divide this number by total enrollment for % in red zone • Number of students with 2 – 5 office referrals (yellow zone)= Divide this number by total enrollment for % in yellow zone • Number of students with 1 office referral= • Add together totals from 1, 2, & 3 and subtract from total enrollment to get students with 0 office referrals • 0–1 office referral (green zone)=add totals from 3 & 4. Divide by total enrollment for % in green zone • Total students referred (total of first 3 lines)= Divide by total enrollment body for % students referred Computation template on MCS website Revised 7/10

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