Wells Station Elementary PBIS School-Wide Plan 2017-2018

1. Wells Station Elementary PBIS School-Wide Plan 2017-2018 1610 Wells Station Road Memphis, TN 38108 Keisa Jackson, Principal Sheri Harts, Assistant Principal Kristin Franklin, PLC Alisa Goode, PSC PBIS PLANS

2. Guiding Principles • Beliefs • Student learning and achievement is the chief priority and focus of all decisions and policies impacting the work of the school. • Each student can make academic progress and is expected to strive toward academic excellence. • A safe and physically comfortable environment promotes a high performing learning culture. • A systematic collection and analysis of data drives all decisions for classroom and individual student instruction. • Each student is a valued individual with unique physical, social, emotional, and intellectual needs and is expected to strive toward academic excellence. • Instruction is best when students are actively engaged, challenged by expectations and have appropriate opportunities for success. • Exceptional students (e.g., special education, limited English proficiency, talented and gifted, etc.) require special services, resources and instruction for a high quality education. • Assessment of student learning provides students with a variety of opportunities to demonstrate their achievement. • Teachers, administrators, parents, and the community develop relationships where we collaboratively share the responsibility for decisions which advance the school’s mission. • There is a direct correlation between attendance and student achievement.

3. Guiding Principles • School Character Points • We strive for Security Be respectful • Excellence Togetherness Encourage others • Lifelong Acceptance Everyone silent • Learning Tolerance Place to the right • Safety Innovation Obedience N(and we) Never give up

4. Guiding Principles • Values At Wells Station Elementary, our most important values are: • Student Achievement • Respect • Integrity • Responsibility • Results The Wells Station Character Pledge: We respect our school, our community, and especially each other. We use kind words, we will not hurt one another. It is our duty to be honest and fair. We tell the truth, do our own work, and show that we care We are here to learn, our future looks bright, And even when no one is looking, we still do what’s right!

5. Vision The Wells Station Elementary School staff, parents, students, and community are committed to a quest for excellence. We envision a safe, nurturing educational environment where students, parents, community members, and teachers grow together in a positive, interactive relationship. It is our desire to provide a place where all students receive the skills needed to develop academically, socially, emotionally, physically and aesthetically. At Wells Station Elementary, students are inspired to excel; teachers are encouraged to be problem solvers and active leaders in the decisions that affect student learning; and parents and community members are encouraged to become active participants in our children’s lives.

6. Mission Our mission at Wells Station Elementary: All students: academic achievement – proficiency and beyond

7. Philosophy Statement Our goal is to provide a positive place where each child feels welcome and wanted. We hold high expectations for honor and achievement. We teach our students to practice self-discipline and make good choices. It is our desire that everyone works cooperatively to have a productive and safe learning environment.

8. Goals and Objectives Goals: • Decrease office referrals by 15% • Increase student attendance by 2% • Decrease Out-of-School Suspensions by 20% Objectives: • To increase communication with parents about their child’s behavior as well as keep parents informed of school behavior policies and rules • Increase student progress monitoring and recognize students for good citizenship, good attendance, and academic achievement • To promote an environment where there is respect for each other and for self, implementing Responsive Classroom methods including Morning Meeting • Empower students to make informed decisions for their actions through conflict resolution and resiliency. • Incorporate PBIS Incentives

9. School Wide Goals and Results 2015-2016 Goals 2016-2017 Results • Decrease office referrals by 20% • Increase student attendance by 1% • Decrease School Suspensions by 20% • Office referrals decreased by 30% • Our attendance increased by .2% • Suspensions increased by 10%

10. 2016-2017 School Year Referral

11. Attendance Procedures Continued over next two slides

12. Attendance Procedures • Daily attendance report ran by attendance secretary. • Homeroom teachers advise school counselor once any students receives three unexcused absentees. • Students receives oral reminder to share with parent(s) or guardians of attendance policy 6014. • Once students reach five unexcused absentees, a SART letter is sent to parent(S) or guardians requesting a meeting to develop a PSAP (Parent Student Attendance Plan). • Students with five or more unexcused absentees will be reported to student attendance and discipline division.

13. Wells Station SART Process • OWNER – ANTHONY CONWAY ACCOUNTABLE – TERRI ARNETT • Office of Student Attendance – Ron Pope • Attendance Secretary – Tammy Dallas • Professional School Counselor – Anthony Conway (Steps 4-6) • Support– Support Faculty/Staff (Steps 7-8) • 9. Principal – Terri Arnett

14. Wells Station Elementary 2017-2018 (PBIS) Positive Behavior Intervention Support PBIS Committee Members PBIS Committee Is a representation of the school faculty, staff, students, community and includes an administrator. • Principal* - Terri Annett • Vice Principal - Mrs. Keisa Jackson • Professional School Counselor* Anthony Conway • Representative* - Tavarus Ward • Elected Teacher(s) (2)* Brandon Jones, & Dr. Zondra Williams (Intermediate) (Team Leader) • Regular Ed. Teacher – Ms. Kaaz (ESL)) • Special Education Teacher(s)* - Nia Faulkner • Related Arts Teacher(s) -Lori Brown • Student – Lillian Stafford (Daughter) • Ed. Assistant(s)/Non-Cert. Staff Ms. Bisher • Community Member - Love Turner, PTO Pres. • Parent/Faculty* - Penny Stafford (Mother) • Custodial Staff - Mr. Jones, (Plant Manager)

15. Meeting ScheduleSee Next Slide for Further Instructions on Names of Team Members Revised 7/10 15

16. Designated Roles of Committee • A) • Name and title of data entry designee: Keisa Jackson, Vice Principal • (B) • Name and title of person presenting data to Committee: • Teresa Young, Technology Coordinator Data reported by: location, student, infraction, time of day, number of referrals per day per month and by teacher. • (C) • Person responsible for sharing data trends for previous reporting period with the faculty. • Name and title: Dr. Zondra Williams, 3rd Grade Teacher

17. Monitoring Process Monitoring Process The School Discipline Team reviews PBIS Data every twenty days. We look at the frequency of behavioral concerns by individual students and teachers. We also look for trends and locations where behavior problems are occurring. The conclusions drawn from the data helps us to determine action and progress toward our goals. Action Steps Based upon the Effective Behavior Survey (EBS), the Self Assessment Survey, and the NCLB/Title I Needs Survey, we have chosen to prioritize the following steps for the 2017-2018 school year at Wells Station: • .Behavior Plans will be completed on Tier III Behavior Students. • Inform and teach the Shelby Co. Schools and Wells Station Attendance Policy to teachers and parents. Target students with unexcused and multiple absences to provide interventions for good attendance through the SART Team. • Reduce office discipline referrals by providing expectations for classroom interventions for improved behavior. Monitor interventions for success through Goal Cards, FBA cards, BIP, and PBIS Discipline data.

18. Celebration • Outstanding Classroom Trophy (Each nine-weeks) • Honor Programs each nine-weeks • Zap the TN-Ready Week • All “E” and Most Improved Parties/Dances • Certificates and prizes for students that make their daily goals on “Goal Cards” (CICO) • Principal’s Honor Roll Luncheon • Attendance Incentives – Dress Down Day(s)

19. Student Input Reward Survey • When 100 students were asked what reward you prefer for good behavior, the survey shows:

20. Student Input Bullying Data • When 100 students asked where bullying occurs the most, the survey shows:

21. School Rules • B - e Respectful • E - ncourage Others • E - veryone Silent • P – osition to The Right

22. Behavior Plan Procedures Behavior plan covered over next five slides

23. 2017-2018 Behavior Goals • Decrease OSS by 20% from 19 to less than 15YTD • Decrease ISS by 10%. • Decrease Office Referrals during the 8th and 9th reporting periods by 15%. • Ensure student buy-in on code of conduct rules by reviewing contract with students each semester; also allow parents to review and sing if wanted.

24. Behavior Procedures • Teacher or adult staff member observes behavior(s) • Teacher or adult staff finds a quiet place to give student positive re-direction. • If unwanted behavior continues, the teacher or adult staff accesses the severity of behavior as Tier I. II or III • Teacher or adult staff should refer to discipline chart to provide consequences to correct unwanted behaviors.

25. Wells Station Elementary Behavior Procedures Observe problem behavior Is behavior major? Find a quiet 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

26. Behavioral Expectation Matrix

27. Staff & Office ManagedBehavior Chart 27

28. How we teach the rules and procedures • During the first two weeks of the school year, teachers teach and model procedures and rules. Students practice through role playing. The school PBIS plan and behavioral expectations are presented to students. • All teachers are required to submit their classroom discipline plan to the Assistant Principal during the first week of the school year. The copy is kept in a binder in the office where administrators or the guidance counselor may refer to them. • Teachers continue to monitor behavior, daily. If the need arises, individual teachers may ask an administrator or guidance counselor to speak with individual students or an entire class. All teachers are required to review their class rules and procedures at the beginning of the second semester. • Rules (with consequences and rewards) and procedures (with student duty charts) are posted in each classroom. School-wide rules are posted throughout the school building along with the Shelby Co. Schools Code of Conduct. • All students memorize a school character pledge which is recited each morning during announcements and at assemblies.

29. School Procedures Entering the Building • Students arriving before 7:45 a.m. will go to the cafeteria. • Students proceed to the cafeteria between 7:45 and 8:05 a.m. and are seated at the tables in the cafeteria. After 8:05 a.m., students proceed to class. Wells Station is a Breakfast in the Classroom School for grade Pre-K-2. Grades 3-5 eat in the cafeteria. • Students going to the bookstore may go between 8:00 – 8:15 a.m. • Students arriving between 7:45 -8:05 a.m. must go to their assigned holding areas: in the Cafeteria (Supervising teacher provides instruction where students are to be seated.) While in these areas, students must study, read a book, or sit without talking. At 8:05 a.m. the supervising teacher dismisses the students to go to class.

30. School Procedures Halls , Stairs and Restrooms • When moving students through the halls and using restrooms, do the following: • When you move through the halls with your class, stand about ¾ of the way back toward the end of the line. You can watch the whole line. • Limit corrections in the hall or other communal places. Take it up when you return to the classroom. If you must correct in common areas, correct quickly and in a firm, soft voice. An effective way to correct a student that is misbehaving while in line is to take the student out of line and have them walk next to you. This can be done without even saying a word to the student. • Practice hall movement with your students. • Teach students to walk on the right side of halls. • All students that are out of their classroom without direct teacher supervision must carry a hall pass. (This includes students going to special education services or ESL.) • Do not allow any student to carry pens, pencils, markers, crayons or sharp instruments in the halls, cafeteria or restrooms. Special education, ESL teachers, and support teachers will need keep a supply of writing instruments and scissors if your students to use when they get to your class. • Teach children to use restrooms or get drinks when your entire class is together under your supervision. • If a student must use the restroom, get a drink, or run an errand, send a “buddy” with them. Do not let students go alone. Pick the “buddy” for the student that is going. Don’t pick students that are best friends or students that you know you cannot trust when out of your supervision. • All teachers are to have a sign-out sheet. This is vital. When a problem happens in the halls or restrooms, we can catch the person causing the problem many times by checking the classroom sign-out sheets.

31. School Procedures Cafeteria • Walk to your assigned serving line door. • After picking up tray and entering lunch code number, proceed to assigned tables. • After being seated, students may not get up unless he/she raises their hand and receives permission from a lunch room supervisor. • Students may talk using their “inside quiet voices.” • If an adult raises their hand (quiet signal), all students must raise their hand and stop talking immediately. Also, if an intercom announcement occurs during lunch, all students must stop talking immediately to listen to the announcement. • All students are expected to use good manners during lunch. All food is to kept on each student’s own tray. No sharing of food. • At the completion of lunch, cafeteria supervisors will instruct classes to “clean up.” Students place all trash on the lunch trays and slide the trays toward the end of the table where the trash can is located. The “cleaner” (student designated by the teacher each week) will dump trash off trays in the trash cans and stack the trays placing silverware on top. The cleaner takes the trays to the tray window and gets a cleaning rag to wipe the table and benches. All students are required to look under the table to clean up any paper trash on the floor. If there is a spill on the floor, the cafeteria supervisor will designate a person to mop up the spill. Cafeteria Rules • Always walk in the cafeteria. • Get everything you need on the first trip. • Talk quietly. • Remain seated. • Keep your hands, feet, and other objects to yourself. • Respect others’ food and drink. • Leave area neat and clean.

32. School Procedures Assemblies • Enter the room in line with your class • Proceed quietly to assigned area • Stand quietly until told to sit • Sit quietly with feet in front of your and hands to yourself • Listen and participate appropriately • Use good manners • Clap in appropriate places and in appropriate ways • There is no cheering or booing unless you are given specific instructions to do so • At the conclusion of the program, stand and line up as designated by your teacher Playground • Students will engage in planned activities using appropriate equipment (no footballs or physical contact games) • Choose the play area based on availability • Students will follow directions and rules as set by the supervising teacher

33. Classroom Procedures Develop a relationship with your students • Treat all children with compassion and caring. • Get acquainted with your students and their parents. • Never begin the day with a student with negative comments or looks. • Listen to your students. Provide a brief minute or two to show you care and respect their needs. • Do not argue with your students. Make your corrections short and move on. • Keep your voice down and talk calmly, but firmly. Let your voice show that you are professional, serious, and sincere. • When you move through the halls with your class, stand about ¾ of the way back toward the end of the line. You can watch the whole line. Limit corrections in the hall or other communal places. Take it up when you return to the classroom. If you must correct in common areas, correct quickly and in a firm, soft voice. Practice hall movement with your students. • Do not let your students out of your sight! Most discipline problems occur when students are not being properly supervised. As long as your students are with you, you are never off duty. Learning Environment • Help plan the layout of the room to reduce traffic flow problems, keep all areas visible to the teacher and the teacher visible to the students, make displays, instructions, & clocks visible to all work areas. Plan an area near the teacher for students who need closer supervision, for materials or samples displays, and for collecting papers and projects.

34. Classroom Procedures Teachers are also are required to do the following supervision: • Morning duty, as assigned. When on morning duty, the staff member must be on duty no later than 7:45 a.m. Most duty will be completed by 8:05 a.m., but the teacher should make necessary arrangements for the arrival of their students if duty is required beyond 8:05 a.m. No duty shall exceed 8:15 a.m. unless an administrator requests the teacher to do so. In this event, the administrator shall make the necessary provisions for care of the teacher’s students. • All teachers will be at their classroom doorway assisting in morning hall supervision from 8:15 a.m. until 8:30 a.m. Teachers located near doorways or restrooms are also required to help provide supervision in those areas. Teachers assigned to morning duty may not necessarily be at their doorways during their duty week. Teachers adjacent and next door to a teacher on duty are asked to help supervise the duty teacher’s area. • Afternoon duty, as assigned. Support teachers will receive a weekly assignment Homeroom teachers will also receive an assignment for the school year. Setting Up Routines and Procedures • Protect learning time with excellent plans and routines. Make a large investment of time during the first six-week grading period to set up your classroom management routines. Model and have students practice what you want. This investment will pay huge dividends. What you do on the first day of school and during the first six-weeks will determine how your relationships with students and parents will be for the remainder of the school year. Make a point to meet all of your parents/guardians within the first two weeks of school. Refer constantly to The First Days of School by Harry K. Wong and Rosemary T. Wong. A copy has been provided for every teacher at Wells Station Elementary. • Provide expectations (in writing) to your students for each set of procedures, routines, rules, and especially student learning. Begin with the end in mind. Know exactly what you want each student to accomplish and what it takes to achieve mastery. Convey these expectations in a clear and concise manner making sure that every

35. Classroom Procedures student understands what you want them to do and what you want them to master. Conveying expectations to students has been proven in research to be one of the single most effective ways of raising student achievement! • Rules need to be written, posted, and enforceable by the teacher. A copy of the rules should be sent home and signed by parents. Teach the students the rules and routines. Explain your expectations. Teachers who routinely refer misbehavior to "the office" can also create the impression that the teacher can't handle problems. Try to solve your own problems but ask for specialists or administrator help. Consistency in enforcement is critical. Uneven application (random?) decreases impact and is unfair.

36. WSE Code of Conduct Contract • Name/Grade Section_____________ Date_______________________ • Circle YES if the statement is Correct • Circle NO if the statement is Incorrect with your students • *Teachers: Please read and review this brief test and have students take home to sign with parents. • You should listen to your teacher and school staff. YES/NO • Students may be suspended for bullying others. YES/NO • You should not take things that do not belong to you. YES/NO • Toy guns cannot be brought to school. YES/NO • You cannot threaten to hurt students or staff. YES/NO • Students may be suspended from a school bus for misbehavior such as throwing things, • yelling, causing fights, or trying to distract the bus driver. YES/NO • The school uniform rules include the colors of your clothing and how you wear them. YES/NO • Damage to school items and property is against school rules. YES/NO • Fighting is against school rules. YES/NO • You should talk to your teacher if another student picks on you. YES/NO • Alcohol is a drug and may not be brought to school. YES/NO • Knives, razors, BB guns and other types of weapons are dangerous and should not be • brought to school. YES/NO • Fireworks are dangerous and may not be brought to school. YES/NO • You cannot have matches, lighters or cigarettes at school. YES/NO • You cannot have a pocket knife at school. YES/NO • Student Signature _________________ Parent Signature ________________________

37. School Wide Incentives – All Grades • Outstanding Classroom Trophy (Each nine-weeks) • Honor Programs each nine-weeks • Zap the TCAP Week • All “E” and Most Improved Parties/Dances • Certificates and prizes for students that make their daily goals on “Goal Cards” (CICO) • Principal’s Honor Roll Luncheon • Jeans For (20) Days Perfect Attendance (Every 20 Day Reporting Period) • Jeans for entire class who spells ROADRUNNERS in perfect attendance day • Fun Day (Popcorn/Movie in Cafeteria) For (9) Week Report Card Periods for all Citizenship and Perfect Attendance Students • (Free Admission To School Dances for Honor Roll/Principal List Students)

38. School Wide Consequences – All Grades • Five or more unexcused absences/tardiness – Letter to parents or guardians • Excessive absentees/tardiness – Possible withdrawal/Referral to Truancy • Misconduct/Behavior – Oral warning, Call to parent, Disciplinary referrals • Excessive misconduct/behavior – Referral to School Counselor, ISS, and School Suspensions • Students with repeated or multiple infractions: Meeting with parents Behavior Plan Written, signed and implemented Goal Card for Daily Monitoring with Incentive Program (CICO) Functional Behavior Assessment anecdotal records Social Worker, administrator, and guidance classroom observations

39. Teacher Incentives • Attendance certificates • Each nine weeks • Appreciation luncheons • Administrative Days • National Teacher Recognition Week

40. Identify Your Resources for Incentives • Adopters • Fundraisers • P.T.O. • Churches

41. Communication with Parents • Title I Meetings • School Calendar • Assemblies • Honors Programs • Student Handbook • Flyers • Newsletter • (All Bilingual)

42. Character Education • Character Pledge each morning on announcements • No-Bullying Program • Most-Improved Awards (Each nine-weeks) • All “E” celebrations for “E’s” in conduct and work habits • Guidance Classroom Visits: Bully Awareness, Healthy Choices, Relationship Enhancement • Conflict Resolution • Resiliency Program • School Safety Patrol • Classroom Guidance/Character Education Discussions

43. ATOD Prevention

44. Violence Prevention Programs

45. 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

46. Tier 2 Intervention Plan • Describe secondary interventions for students who have been referred to the office 2-5 times, such as: • Students with repeated or multiple infractions: Meeting with parents Behavior Plan Written, signed and implemented Goal Card for Daily Monitoring with Incentive Program (CICO) Functional Behavior Assessment anecdotal records Social Worker, administrator, and guidance classroom observations • Students referred for specific behavioral concerns: Resiliency Groups Conflict Management Groups Individual Counseling

47. Secondary Intervention Evaluation What are we using to evaluate and what are your indicators of progress for secondary interventions? • Monitoring of: Goal Cards (CICO) Report Cards Disciplinary Referrals PBIS Reports Teacher Conference Notes FBA Cards I.E.P. (Special Education)

48. Additional Tier 2 Interventions • Self monitoring programs • Think sheets • Increased academic/behavioral supports & practices • Parent Training & collaboration • Self management training and support • Social skills instruction • Behavioral Contract • Others

49. Tertiary Interventions • School Support Team (S-Team) identifies and plans for these students • Functional Behavior Assessments (FBA) are implemented as recommended through S-Teams. A comprehensive Behavior Intervention Plans are written based upon FBA. • Success is monitored through: Follow-up Meetings Goal Cards (CICO) Parent Conferences to review progress on the BIP and revise as needed

50. Twenty Day Referrals – All Grades • Wells Station Elementary *(Grey Most Current) Three Year Results