Student Support Services

Student Support Services Berclair Elementary School PBIS/RTI2-BSCHOOL-WIDE DISCIPLINE PLAN 2018-19810 N. Perkins RdMemphis, TENNESSEE Student Behavior and Leadership Revised 08/24/18

Berclair Elementary School 2018-2019 PBIS/RTI2-B Team PBIS/RTI2-B Team Members: PBIS/RTI2-B Team Member Role Assignments: (It is recommended that different team members be assigned these roles) • Principal* • Assistant Principal (recommended) • Professional School Counselor* • General Education Teacher(s)* • Special Education Teacher(s)* • Parents (2)* • Specialist(s) • Ed. Assistant(s)/Non-Certified Staff: • Students Members: • Community Member: • School Psychologist • ISS Assistant: • Campus Monitor: • Cafeteria/Custodial Staff: • Bus Driver: • External PBIS Coach: • Internal PBIS/RTI2-B Coach: Candiace Dandridge • Administrator: Clinton Davis • Recorder: Sandy Zorn • Communicator: Pamela Hamilton • Data Person: Clinton Davis • Timekeeper: Ron Anderson • Task Person: Tammie Chapman Student Behavior and Leadership Revised 9/5

2018-19 PBIS/RTI2-B and Attendance Team Meeting Schedule Student Behavior and Leadership Revised 9/5

Student Support Services Mission Statements Berclair’s mission is to educate students, Embrace diversity, Strive with high expectations, and Teach students to work together. Student Behavior and Leadership Revised 9/5

Berclair Vision Statement Our vision at Berclair is that: • All students will reach their full potential academically, socially and vocationally. • All stakeholders will exhibit and encourage quality leadership. • All stakeholders will accept ownership and fully support our school • All stakeholders will be subject to high levels of accountability. • All stakeholders will overcome cultural and language barriers. Student Behavior and Leadership Revised 9/05

Student Support Services PBIS/RTI2-B Purpose Statement • A positive school climate supports social and academic growth for all students. Positive school-wide behavior management is necessary if learning is to take place. Positive school-wide behavior management requires a discipline plan, applying successful interventions, and training students in procedures. • We must provide guidance to help children choose appropriate behavior choices. Our expectations of students’ behavior must be taught to students and reviewed frequently. • In handling behavior issues, we must keep in mind the importance of building strong relationships with students. How we treat one student can effect our relationship with all students. Therefore, we must handle all situations in a caring and professional manner. Student Behavior and Leadership Revised 9/05

School Climate Goal • By the end of the third quarter, 96% of all Berclair students will be able to name three adults within the school building they can go to if they need help (adults they can trust). Student Behavior and Leadership Revised 9/05

Previous Results: All Discipline Referrals • Overall percentages over three years. • Berclair Elementary did meet last year’s goal of decreasing 2017-2018 discipline referrals by 20%. Student Behavior and Leadership Revised 9/05

Data Driven Referrals Goal Berclair will decrease 2018-2019 number of referrals by 10% in 2018-2019 by actively teaching the referral system and teaching RTI-B to teachers in PLC meetings. Student Behavior and Leadership Revised 09/05

Data Driven Suspension Goals • Berclair will decrease 2018-2019 suspension rate of 4.7 by 1% by actively teaching the referral system and teaching RTI-B to teachers in PLC meetings. Student Behavior and Leadership Revised 09/05

Data Driven OSS/Expulsions Goals • Berclair will decrease 2018-2019 OSS/Expulsions rate by 5% by the end of the school year. Student Behavior and Leadership Revised 09/05

Previous Results: Attendance • Berclair Elementary met the 2018 AMO of 13.4% or less of students being identified as chronically absent with a 9.9% rate of chronically absent students. This also met the double AMO of 12.5%. Student Behavior and Leadership Revised 09/5

Data Driven General Attendance Goal • Berclair will increase 2018-2019 attendance rate of 94% by 2% to make the district goal of 96% in 2018-2019 through the implementation of 20 day incentive parties, quarterly popcorn parties, and themed dress out days based on 20-day data. Student Behavior and Leadership Revised 9/05

Data Driven Chronic Absenteeism Goal • Berclair will decrease 2018-2019 chronic absenteeism rate of 9.9% by 1% through SART meetings and interventions, the implementation of 20 day incentive parties, quarterly popcorn parties, and themed dress out days based on 20-day data. Student Behavior and Leadership Revised 09/05

Student Support Services Monitoring Process • The school counselors will monitor attendance and referral data throughout 20-day periods. During PBIS Team meetings, the data will be reviewed to determine if goals are on track to being met. If goals are being met, possible rewards will be discussed; if goals are not being met, possible incentives will be discussed. • The school counselors will print off data and provide a copy to the team’s data analysist prior to meeting, thus being able to address any concerns with the team. • The school counselors and the task person will be co-responsible to recommend actions to the Instructional Leadership Team and/or principal. Student Behavior and Leadership Revised 09/05

Monitoring Process • The plan will presented to the staff, partly at in-service and partly in faculty meetings during the first quarter. An assembly will be held to teach students school-wide expectations and incentives for behavior and attendance. Throughout the year, there will be a “PBIS Focus” posted on a bulletin board for faculty, students, parents, and visitors. Additionally, the monthly PBIS Focus will be sent home in the Berclair Banner. Student Behavior and Leadership Revised 5/18

Student Support Services School Expectations School Expectations should be posted in classrooms and in student common areas. (buses, hallway, stairway, restroom, etc.) Student Behavior and Leadership Revised 09/05

Student Support Services Behavioral Expectation Matrix

School-Wide Procedures Entering – • Students line up at assigned doors prior to 8:05 a.m. • Students eating breakfast enter at 7:55am to eat in the cafeteria. • Students eating breakfast must enter the main entrance. • Restroom use restricted with exceptions for emergencies only. • Teachers assigned specific duties in either the cafeteria, hall, or outdoors. • Once students have eaten breakfast, they will remain in the cafeteria until grade level dismissal at 8:05 am. • Students not eating breakfast may enter the building at 8:05 a.m. at their assigned door. • All teachers are to remain at their morning duty assignment or they are to monitor the halls until 8:15 a.m. • Support teachers will continue to monitor hallways until breakfast is complete. Revised 9/5

School-Wide Procedures • Passing Classes • Classes are to walk on the right side of the hallways in a single file line. • Teachers are to follow their classes while they move in line and not proceed their students. • Restrooms • Grade Levels are assigned a set of restrooms. Students must only use designated restrooms. • Teachers remain central to both restrooms (boys and girls) as their students, as a class, are present. • Student monitors are present in each restroom with his/her class. • In an emergency, students use a buddy system and a hall pass to leave their class and go directly to the restroom Revised 9/5

School-Wide Procedures • Lunchroom • Teachers are to take their students to the restroom before lunch. Restroom use during lunch is restricted unless there is an emergency. • Students are not to return additional times to the lunch lines for snacks, drinks or other food items. Students must get all items when in line. • Students are to stay seated during their lunch time and are to raise their hands if they need assistance. • Food and drink are to remain in the cafeteria. • Students are not to leave the cafeteria without supervision. (continued on next page) Student Behavior and Leadership Revised 9/5

School-Wide Procedures • Lunchroom (cont’d) • Supervising staff and selected students are to clean the table tops and bring the trash cans to the tables when it is time to dismiss the class. • Supervising staff are to assign time-outs, alternative seating, quiet times, detentions, and send notes to classroom teachers as necessary. • Supervising staff will complete office referrals for serious offenses. • Cafeteria staff will report any student incidents to the homeroom teacher when he/she picks the class up from lunch. • Supervising staff will be assigned specific tables or classes to monitor. • Students may not line up until their teacher has arrived to collect them. Student Behavior and Leadership Revised 9/5

School-Wide Procedures • Assemblies • Teachers are to escort their classes in an orderly and quiet manner as they enter and exit the assembly. • Teachers are to sit with their classes. • Support teachers are assigned specific areas to monitor. • Students on stage are not to wear outerwear. • Students are to be attentive and remain seated on cafeteria benches or in chairs. Student Behavior and Leadership Revised 9/5

School-wide Procedures Departure – • Each grade level is responsible for establishing a rotating schedule of dismissal supervision for car riders, Stratford walkers, and Perkins walkers. • Teachers will escort their students to the grade-level designated dismissal area and will proceed to his or her dismissal duty post. • Support teachers will participate in dismissal duty and will establish a rotating schedule to supervise the areas of car riders, Stratford walkers, and Perkins walkers. • A number system will be used for car-rider dismissal. • All students will receive a car-rider number at registration. • Car riders will silently stand in grade-level lines in the front of school while waiting for his or her car-rider number to be called. (continued on next page Revised 9/5

School-wide Procedures Departure (con’d) – • Parents will stay in their cars and move up the line along the sidewalk on Perkins. • When a number is called out, the grade-level teacher will tell the student to move to his or her car. • Teachers will keep the students in line and some significant space between lines. • During inclement weather dismissal, teachers scheduled for car rider duty will escort children to the cafeteria. Regular car-rider dismissal procedures will be used with support staff assisting by escorting students from the cafeteria to his or her car. Student Behavior and Leadership Revised 9/5

Student Behavior and Leadership Revised 9/5

Student Support Services

Student Support Services Classroom and Office Managed Behaviors SAMPLE Revised 09/05

Student Support Services Pre-referral Flow Chart • http://www.pbisworld.com/ Student Behavior and Leadership Revised 9/5

Observe Problem Behavior Are you able to ensure safety? YES Is behavior managed using classroom management? NO Verbal/Non-verbal correction YES Find a place private to talk with student(s); Problem solve together NO Referral to AP Referral to Counselor Determine consequence Disciplinary action Document behavior/consequence Assess for small groups, individual, and/or behavior plan Call home; File documentation Follow through with consequences Follow up as necessary How many does the student have? 3 1 Call home; File documentation Send referral to counselor Call home; File documentation Follow up with student within a week 2 Try intervention; Call home; File documentation

Behavioral Prevention & Intervention Strategies: Tier 1 • Implementation of school-wide tier 1 practices, including strategies for identifying and teaching expectations, acknowledging appropriate behavior, and responding to inappropriate behavior • School-wide MTBF implementation guided by Tier 1 school-wide discipline data • Appropriate supports for staff provided, including leadership teaming, supporting policy, coaching, and implementation monitoring Student Behavior and Leadership Revised 5/18

Behavioral Prevention & Intervention Strategies: Tier 2 • The RTI Team will work with the school counselor, administrators, appropriate instructional staff to facilitate Tier 2 interventions. • The team facilitates and monitors interventions by group counseling and skill building. • The team evaluates the outcomes of interventions and make adjustments and recommendations for teachers and students. Student Behavior and Leadership Revised 5/18

Intervention Strategies: Tier 2 • Secondary interventions (Tier 2) for students who have been referred to the office 2 - 5 times include: • Group and/or individual counseling (through the school counselor or school social worker) • Targeted intervention programs for select students (i.e., Check In, Check Out), • Behavior Charts implementation and monitoring • Behavior Plans for repeated minor infractions and over 5 days out of school suspension. • In School Suspension/Alternative classroom Student Behavior and Leadership Revised 5/18

Additional Intervention Strategies: Tier 2 • Think sheets • Increased academic/behavioral supports & practices • Parent training & collaboration • Self management training and support • Social skills instruction • Behavioral contract Student Behavior and Leadership Revised 5/18

Secondary Intervention Evaluation • The PBIS Team uses the following as indicators of progress & success for students who participate in secondary interventions (Tier 2) and tertiary interventions (Tier 3): • Office referral details • Observation data • Student surveys • Teacher and school counselor input • Functional Behavior Assessments and comprehensive Behavior Intervention Plans • S-Team referrals and recommendations Student Behavior and Leadership Revised 5/18

Behavioral Prevention & Intervention Strategies: Tier 3 • For Tier 3 interventions, the RTI Team will work with the school counselor, social worker, administrators, PBIS Team, and appropriate behavior related personnel in order to: • Monitor group and targeted interventions such as individual counseling, Functional Behavior Analysis, office referrals, number of ISSs, and threat assessments. • Evaluate outcomes of interventions and make adjustments for students Student Behavior and Leadership Revised 5/18

In-School Suspension Plan(Interventionist) • The principal or assistant principal, will determine the use of ISS. • Berclair Elementary has incorporated the usage of an interventionist to work with students who are assigned supervised study/detention/in-school-suspension. The principal or designee will determine when to utilize the interventionist with students. • A notebook will be kept in the interventionist’s classroom to document what student from what homeroom is serving an ISS consequence. • Parents will be notified through a phone call and/or written communication when a student is assigned ISS. • Teachers will send daily assignments for students assigned to ISS. • Students will be under constant adult supervision while in ISS. Student Behavior and Leadership Revised 9/5

Attendance Prevention &Intervention Strategies Student Behavior and Leadership Revised 9/5

School-Wide Incentive The following are school-wide incentives and expectations for attendance: • In order to improve attendance throughout each semester each grade with have the opportunity to participate in an interclass competition that promises a popcorn party to the first class with enough days of perfect attendance to spell out the words “Perfect Punctuality.” Attendance to be recorded on a bulletin board. Student Behavior and Leadership Revised 9/5

School-Wide Incentive The following are school-wide incentives and expectations for attendance: • In order to improve attendance during the 20 day period, each student that attends school every day, on time and stays the whole day, will attend a school wide party. The party will have a different theme each 20 day period such as dance, bingo, fidgets spinner, pajamas, etc. Revised 09/05

School-Wide Incentive The following are school-wide incentives and expectations for behavior: • Berclair Bucks are given to students for outstanding behavior. Students should range from zero to 12 Berclair Bucks in a quarter. Based on grade level/classroom, teacher will need to determine the Berclair Bank Policy (i.e. Students keeping their Berclair Bucks or teachers holding on to them). Each quarter the Berclair Bucks will be a different color. The student must spend all Buck on the day of the Store. Teachers will be given a small amount of Berclair Bucks. If they exceed, teachers will need to make Berclair Bucks on their own. No “IOUs” or “credit” will be permitted at the store. Funding: Teachers are encouraged to donate items for the Berclair Bucks Store. No used items will be accepted. Please make sure all items are kid friendly. I am working on additional funding. Student Behavior and Leadership Revised 9/05

Teacher Recognition Teachers will be recognized for their efforts through: • “Shout Out” Board in Teachers’ Lounge • Morning Announcements • Principal Memos • The Berclair Banner (Weekly Newsletter) Student Behavior and Leadership Revised 9/5

Resources for Incentives Berclair Elementary will use the following as resources for incentives: • Adopters • Community agencies & businesses • Restaurants • Churches • Faculty • Parent organizations Student Behavior and Leadership Revised 9/5

Student Support Services Communication • Successes will be communicated to faculty, students, parents, and community members through: • Announcements • Letters Home (in Spanish and Arabic) • Website • PTA • Bulletin Boards • The Berclair Banner (weekly newsletter) • Faculty/Parent Meetings • Honors Assemblies • School Events (Title 1 Back to School Night) Student Behavior and Leadership Revised 9/05

Student Engagement • Clubs • Clubs are held every third Friday of each month. Clubs are from 2:15pm- 3:00pm. Each teacher will sponsor a club with their grade level. Teachers are welcome to ask parents to volunteer to help assist with the clubs. Student Behavior and Leadership Revised 9/5

Student Support Services Student Club List Student Behavior and Leadership Revised 9/5

Student Engagement • Good News Club • It is an exciting, fun-filling hour once a week. It includes: • Dynamic Bible Lessons • Creative Learning Activities • Inspiring Missionary Stories • Meaningful songs • Life-changing Scripture memory • The students learn about respect for authority, moral values, character qualities, and biblical principles. • All boys & girls K-5th grade can attend • Sponsored by: Child Evangelism Fellowship of Memphis Metro Student Behavior and Leadership Revised 9/5

Student Support Services