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Douglass School School-wide Discipline Plan 2009-10

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Douglass School School-wide Discipline Plan 2009-10 1650 Ash Memphis, Tennessee 38108 Angela Brown, Principal Demetria Faulkner, Asst. Principal * * * * * * * * In ... – PowerPoint PPT presentation

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Title: Douglass School School-wide Discipline Plan 2009-10


1
Douglass School School-wide Discipline Plan
2009-10
  • 1650 Ash
  • Memphis, Tennessee 38108
  • Angela Brown, Principal
  • Demetria Faulkner, Asst. Principal

2
Guiding Principles
  • Beliefs 
  • All children learn, achieve and succeed in
    different ways.
  • As a team, teachers, parents, and the community
    have the obligation to hold high expectations for
    achievement of all students.
  • Every child should experience daily academic
    success in a safe, positive, and nurturing
    environment.
  • Parental support greatly influences student
    achievement, self-esteem, and academic success.
  • The collaborative efforts of all stakeholders,
    including students promote a high performing
    learning culture.
  • The use of new instructional techniques and
    refined practices that promote the use of
    technology, enrich teaching and improve learning
    for all students.
  • Research-based strategies promote student
    learning.

3
  • School Character Points
  • The faculty at Douglass School works together to
  • ensure that students have access to multiple
    support
  • mechanisms that maximize academic growth.
  • We have a Family Resource Center that provides
    on-ongoing parenting programs and community
    related activities.
  • We have an active Parent-Teacher Organization.
  • Douglass faculty, staff, parents and students
    strive collaboratively to have a safe, academic
    enriched school environment.

4
  • Values for Student Success
  • All stakeholders see room for improvement.
  • We are focused on a vision of the future.
  • We are willing to work hard and contribute to
    make Douglass School a positive learning
    environment.
  • We are motivated by the joy of success and a job
    well done

5
Vision
  • Douglass students will develop the knowledge
    and skills to become competent thinkers, problem
    solvers, decision makers and communicators who
    are able to compete in the global society and
    contribute effectively to the growth of the
    community.

6
Mission
  • The students of Douglass School will achieve
    educational excellence and obtain above
    proficiency in every content area as measured by
    local, state, and national standards.

7
Philosophy Statement
  • All children learn, achieve, and succeed in
    different ways.
  • Teachers and parents have the obligation to hold
    high expectations for achievement of all students
  • Every child should experience daily academic
    success in a safe, positive, and challenge
    environment.
  • Parental support and encouragement have a large
    impact on student achievement and success.
  • Students share the responsibility for learning.

8
TCAP Scores Proficient and Advanced Students
2009/2010 Targets Math 86 Reading/LA 89
9
Goals and/or Objectives
  • The goal of our school-wide behavior plan is to
    increase positive student behavior choices and
    reduce negative behavior choices.
  • Objectives
  • To reduce the number of student infractions for
    being disrespectful to authority
    (insubordination) by 10
  • To decrease suspensions by 5
  • To maintain a student attendance rate of 95 or
    higher by the end of the school year

10
MCS Discipline Committee Worksheet 2009- 10
  • Name of School
  • Douglass School
  • Discipline Committee is representative of the
    school faculty and
  • includes an administrator.
  • Fill in the names of committee
  • members and designate a Team
  • Leader (TL)
  • Indicates members mandated by MEA contract

Principal Angela Brown
Assistant Principal Mrs. Faulkner
Professional School Counselor Aron Wyatt Patricia Washington
School Psychologist Curtis Walls
General Education Teacher(s) Goldia Robinson Elvin Pulley
MEA Representative Marilyn Freeman
Elected Teacher(s) (2) Bobbie Tesfazion Juanita Swift
Special Education Teacher(s) Betty Youngson
Related Arts Teacher(s) Jo Ann Matthews
Students Kelvin Mitchell
Educational Assistant(s)
Community Member Brodus Threat
Parent(s) Tess Early
Central Office or Board of Education Member
Cafeteria Staff Wanda Montague
Crossing Guard Tonya Jackson
Other
11
School Rules
  • Keep your hands, feet, objects and negative
    comments to yourself.
  • Always show respect to your teacher, other
    adults, your classmates, and yourself.
  • Follow directions of all adults the first time
    given.

12
Behavioral Expectation Matrix
Rules Classroom Cafeteria Hallway Restroom Dismissal
1 Students are seated, working quietly, attentively, and collaboratively or independently on task. Enter quietly through the front doors near the stage and remain seated in assigned area. Exit through rear doors. Traffic moves on the right side with hand by your side. Students are 1 block apart and away from the wall Enter restroom quietly. Hall traffic moves in a single file line on the right side of the hall.
2 Follow classroom Rules. Be respectful to peers and all adults. Use good table manners and soft voices. Students walk silently in the halls. Respect each others privacy. Practice cleanliness and good hygiene. Dispose of paper towels in trashcan. Students exit building silently and orderly.
3 Complete all assignments neatly and to your best ability. Zeroes are not an option. Follow cafeteria procedures. Abide by rules 1 and 2. Classes go to the restroom at scheduled time Walk on sidewalk and exit the campus as soon as possible.
13
Classroom Discipline Procedures for K-5 1st
Offense Warning 2nd Teacher
and Student Conference/Phone Parent 3rd
Behavior Intervention Plan 4th
Parent/Teacher Conference (Include
Guidance) 5th Office Referral
Major Infractions (Fighting, Profanity towards
teacher, Threat(s) against student or teacher,
Gang related activities, etc.) refer to
office.
14
DISCIPLINE LOG for Middle School 1st -
warning 2nd - student/teacher conference 3rd -
behavior intervention 4th - parent/teacher
conference 5th - referral to guidance 6th - team
detention 7th - office referral (attach
discipline log)
15
How we teach the rules and procedures
  • School-wide-at the beginning of the year
  • Discuss student/parent handbook.
  • Sign parent/student/teacher/compact.
  • Orientation assemblies that teach guidelines for
    student success.
  • Practice procedures for the first nine-weeks.
  • Administer school-wide assessment of school
    expectations.
  • School-wide-ongoing
  • Post procedures throughout the school
  • Daily announcement reminders
  • Reinforce, re-teach and continue to practice as
    needed

16
School Procedures
  • Arrival Procedures
  • Students enter building quietly in a
    single file line through the designated door at
    800.
  • Follow directions of teachers, breakfast
    duty monitors, and all adults.
  • Students sit at designated tables in the
    cafeteria.
  • Teachers report to cafeteria to escort
    students to class at 825.
  • Dismissal Procedures
  • The teacher escorts students to
    designated doors for dismissal.
  • Students exit building quietly and
    orderly
  • Pre-K students are escorted to the
    cafeteria for parent pick-up

17
Dismissal Procedures Cont.
  • Any student not picked up by 330 will be
    escorted to the office and parent contacted with
    exception of special education department.
  • Each teacher is assigned to a designated post
    throughout the Douglass Campus to ensure student
    safety.
  • Hall Procedures
  • Students are not permitted in the hall
    during class periods unless they are accompanied
    by a teacher or have a hall pass in their
    possession.

18
Classroom Procedures
  • Teachers greet students at the door each morning.
  • Students listen attentively to morning
    announcement.
  • Class assembles for morning meetings.
  • Each classroom posts and practices classroom
    procedures for morning announcement routines,
    transitioning, sharpening, pencils, cooperative
    groups, turning in homework, cleaning up,
    emergency drills, and other classroom procedures
    to ensure an atmosphere of students success.
  • Teachers submit attendance by 1030.

19
School Wide Incentives
  • School-wide and teacher academic achievements are
    celebrated throughout the year.
  • Individual students, homerooms, grade-levels, and
    the entire school enjoy celebrations for
    achieving fight-free benchmarks and attendance
    goals.
  • Rewards are given when homerooms achieve
    cafeteria benchmarks.

20
Teacher Incentives
  • Procedures for recognizing and encouraging
    positive teacher interaction
  • Attendance prizes (names of teachers with perfect
    attendance will be entered into a drawing for a
    prize for each nine week
  • Quality Work Prizes( name of teachers with the
    best quality work display will be entered into a
    drawing at the end of the semester).

21
Resources for Incentives
  • Adopters
  • Community agencies businesses
  • Restaurants
  • Fundraisers
  • Churches
  • Parent organizations

22
Character Education
  • Each nine weeks a specific character trait will
    be introduced and integrated in the curriculum,
    reinforced in the classroom and throughout the
    school year. The trait will be the focus of
    announcements, newsletters, bulletin board and
    hallway signs. These traits include Honesty,
    Respect, Courtesy, Kindness, Self-Reliance, and
    Problem-Solving.
  • The school counselor conducts character guidance
    lessons twice a month.
  • Peer mediation program is implemented.

23
ATOD Prevention
  • No Bullying Classes taught by teachers and School
    Counselor
  • MCS Family Life Education and Health Wellness
    Curricula-taught in PE and classrooms.
  • Gangs Awareness via MCS/MPD

24
Bullying Prevention
  • Training of students. School Counselor provided
    training for each classroom on bullying
    prevention. They discussed how to help students
    understand what bullying is, where it happens,
    why some people bully others, and what students
    should do if they are bullied or see someone else
    being bullied.
  • Harassment and bullying training will be done
    with faculty .
  • Peer Mediation

25
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
26
Office Managed Weapons Fighting or Aggressive
Physical Contact Chronic Minor Infractions Aggress
ive Language Threats/Bullying Harassment/Foul
Language towards School Personnel Truancy/Cutti
ng School Smoking/ Alcohol /Drugs Vandalism Gambli
ng Leaving School Grounds Not w/Class During
Emergency Failure to Serve a Detention
  • Classroom Managed
  • Preparedness
  • Calling Out
  • Classroom Disruption- ex. talking
  • Refusal to Follow a Reasonable Request
    (Insubordination)
  • Put Downs
  • Cheating
  • Refusing to Work
  • Inappropriate Tone/Attitude
  • Electronic Devices
  • Food or Drink
  • Dress Code

27
Triangle Percentages
28
Triangle Percentages
29
Monitoring Process
  • Early intervention begins the first week of
    school. Teachers are regularly surveyed to find
    out which students are causing discipline
    problems. Students are monitored and referred to
    the appropriate team members when necessary.
  •  
  • On the week after the latest discipline
    information is available from the Blue Ribbon
    webpage, our team meets to examine the latest
    data provided. We compare this data to our
    goals, and implement strategies and procedures to
    help our students who are having problems.
  •  

30
Action Steps
  • The Student Behavior Committee will determine the
    specific needs for staff development based on
    behavioral data analysis.
  • Professional development meetings will be held
    once monthly to discuss behavioral data and
    management techniques.

31
Meeting ScheduleSee Next Slide for Further
Instructions
20 Day Reporting Period Approximate Dates of Reporting Periods All data for period entered into system (A) Discipline Committee meeting dates (B) Faculty meeting dates to report interpretation of 20 day data (C)
1 8/10/09-9/4/09 9/11/09 9/17/09 9/23/09
2 9/8/09-10/5/09 10/9/09 10/15/09 10/21/09
3 10/6/09-11/4/09 11/6/09 11/12/09 11/18/09
4 11/5/09-12/7/09 12/11/09 12/17/09 12/18/09
5 12/8/09-1/20/10 1/22/10 1/28/10 2/3/10
6 1/21/09-2/18/10 2/19/10 2/26/10 3/3/10
7 2/19/10-3/18/10 3/19/10 3/25/10 4/6/10
8 3/19/10-4/23/10 4/30/10 5/6/10 5/12/10
9 4/26/10-5/21/10 5/26/09 5/27/09 5/28/10
32
Prevention Programs
  • Mendez (Too Good for Drugs/Violence)
  • Peer Mediation (Coordinated by Guidance)
  • MCS Family Life Education and Health Wellness
    Curricula-taught in PE and classrooms.
  • Gang Awareness via MCS/MPD

33
Intervention Plan
  • Our secondary interventions for students who
    have been referred to the office a number of
    times include social skills groups with social
    worker/school counselor and also individualized
    behavior plan developed by the S-Team.

34
In-School Suspension Plan
  • ISS is one consequence in our system of
    progressive levels of consequences.
  • Students complete individual assignments,
    reflects on their behavior choice that caused
    their ISS placement, discuss, write, then
    practice, positive behavior choices.
  • The program will service students in grades K-8

35
Secondary Intervention Evaluation
  • We will monitor the progress of our secondary
    interventions by checking in with teachers to see
    if the student has shown improvement in behavior.
    We will also follow-up by checking with office
    personal to see has office referrals decreased or
    if need to look more interventions.

36
Tertiary Interventions
  • Intensive individual support is required on
    occasion where students are chronically behaving
    inappropriately. When positive behavior support
    is not working with these students other methods
    of intervention may be required.
  • S-Team meetings, District support, and School
    Psychologist intervention are utilized in these
    cases.
  •  
  • Our Blue Ribbon Committee examines the data
    closely for specific occurrences or student
    behavior patterns warranting exceptional
    interventions.
  •  

37
Behavior Clubs
  • The Blue Ribbon Committee has established
    behavior clubs to promote positive behavior.
    Below are the credentials for each club
    membership. Review and revise every 3 weeks.
  • Platinum Club E and S
  • Gold Club S
  • Silver Club 1 N
  • Bronze Club Ns and Us

38
Celebration
  • School-wide and teacher academic achievements are
    celebrated throughout the year.
  • Individual students, homerooms, grade-levels, and
    the entire school enjoy celebrations for
    achieving fight-free benchmarks and attendance
    goals.
  • Rewards are given when homerooms achieve
    cafeteria benchmarks.
  • Faculty student birthdays are announced and
    recognized daily.

39
Conclusion
  • The Douglass Family sees the development of our
    school-wide behavior plan as an ongoing project.
    Our vision is that our school will consistently
    demonstrate and model the districts goal to
    achieve a safe, orderly environment where
    students, staff members, and families share high
    expectations for academic achievement and
    personal behavior.

40
SAS Survey Summary 2009-10
For each system area, follow the steps as outlined below Overall Perception Overall Perception Overall Perception Overall Perception
For each system area, follow the steps as outlined below School-wide Non-classroom Classroom Individual Student
1. Using SAS Results, list three major strengths a.1 b.2 c.10 a.1 b.3 c.9 a.1 b.3 c.2 4 b.1 c.2
2. Using the SAS Survey results, list three major areas in need of development. 3. For each system, circle one priority area for focusing development activities A .Consequences for problem behavior are defined clearly b.7 c.15 a.4 b4 c .Status of student behavior and management practices are evaluated quarterly from data a. Problem behavior receives consistent consequences b.9 c.7 Targeted group or Individual interventions a.5 b.6 c. School includes formal opportunities for families to receive training on behavioral support/positive parenting strategies
4. Circle or define activities for this/next years focus to support area selected for development a. Organize a team b. Define/teach school rules c. Define consequence systems for appropriate inappropriate behavior d. Define a measurement system linked to school improvement goal e. Establish communication cycles with other school teams f. Develop implementation plan (All of the above) a. Define/teach routines b. Supervisor booster training feedback sessions c. Data management d. Maintain team communication cycle with other school teams e. Develop implementation plan a. Define/teach routines/ link with school wide rules b. Classroom staff boosters feedback sessions for creating effective strategies/materials c. Data management d. Maintain team communication cycle with other school teams e. Develop implementation plan a. Process for referral support plan design, implementation monitoring b. Plan to develop use FBA to support skills c. Data management d. Maintain team communication cycle with other school teams e. Develop implementation plan (All of the above)
5. Specify system(s) to sustain (S) develop (D). Behavior Clubs, behavior logs, S-Team Incentives Cafeteria(Fight-Free incentives) Analyze PBIS report every 20 days as a team to make necessity adjustment Behavior Logs-Document student infraction-date and define interventions used PD Training exhibiting strategies to quickly address problem behaviors.
6. Use the SAS Annual Action Planning form for determining management, design implementation activities in the selected focus areas. 6. Use the SAS Annual Action Planning form for determining management, design implementation activities in the selected focus areas. 6. Use the SAS Annual Action Planning form for determining management, design implementation activities in the selected focus areas. 6. Use the SAS Annual Action Planning form for determining management, design implementation activities in the selected focus areas. 6. Use the SAS Annual Action Planning form for determining management, design implementation activities in the selected focus areas.
41
Action Plan For School Wide PBIS
Action Number Action ( Who Does What?) By When? (Date) How will we know it is done? (Data Source)
Establish Confirm Commitment (TIC 1 2) 1. Faculty feedback is obtained throughout year 2.Faculty involved in some decision making/establishing goals 3. Admin attends meetings 90 of the time Dates noted on meeting schedule Minutes from committee meeting Updates made to SWDP
Establish SWPBS Team (TIC 3 5) 1. Team established (representative 2. Team has regular meeting schedule, effective operating procedures 3. Committee/Workgroup review completed/updated annually Completed Submission of SWDP
Conduct Self-Assessment (TIC 6-8) Celebrate Fight-Free and Attendance New Teacher Orientation Teach Staff data System Conduct Self-Assessment Every 20 days Once a month Every 20 days April 2010 Principal, AP will announce and send home notice to parents informing of upcoming celebration PLC Minutes Agenda Through collected results submitted through scanner and posted websites
42
Action Plan Cont.
Conduct Self-Assessment (TIC 6-8) Celebrate Fight-Free Attendance New Teacher Orientation Teach Staff data System Conduct Self-Assessment Every 20 days Once a month Every 20 days April 2010 Principal, AP will announce and send home notice to parents informing of upcoming celebration PLC Minutes Agenda Through collected results submitted through scanner and posted websites
Action Number Action ( Who Does What?) By When? (Date) How will we know it is done? (Data Source)
Teach Behavioral Expectations Associated with School Rules (TIC 9 12) Matrix for hallway and cafeteria The system includes incentives for staff/faculty Students are involved in identifying/developing incentives Rewards are varied to maintain student interest Completed All staff members will monitor Pictures posted of celebrations
Develop Implement School-wide System for Rewarding Rule Following (TIC 13) 1. System for rewarding student behavior is established. 2.Establish a committee within team to find funding for incentives. 3. 4. 5. 10/15/09 Counselors will seek funding from various organizations to support incentives.
Develop and Implement Array of Procedures for Addressing Rule Violations (TIC 14) Blue Ribbon Committee presented plan to staff 2. Behaviors defined 3. Clearly identified major/minor behaviors 4. Suggested array of appropriate responses to minor (classroom) 9-25 10/09 Follow discipline log and attach to referral PD session powerpoint and teacher evaluation of session
43
Action Plan Cont.
Action Number Action ( Who Does What?) By When? (Date) How will we know it is done? (Data Source)
Discipline data are gathered, summarized and reported to staff to make decisions (TIC 15) Students attendance and behavior collected by AP, counselor, BR ommittee and presented to staff. 2. 3. 4. Every 20 days Charts- Compstat report update SWDP
Build capacity for function based support (TIC 16-17) Behavior logs will be used to assist in identifying students to recommend for S-Team 2. 3. 4. As Needed S-Team documentation (minutes)
Other tasks 1. 2. 3. 4. 5.
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