Instructions for Submitting Your School-wide PBIS Plan

When submitting your SW PBIS Plan, please use the following in the E-mail Subject line:

SW PBIS Plan-Your School’s Name

E-mail your completed SW PBIS Plan by Sept. 30, 2011 to:

mcssafeschools@mcsk12.net

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School Name School-wide PBIS Plan

(Discipline Plan) 2012-2013

Raymond Vasser, Principal

3796 Frayser-Raleigh Road

Memphis, Tennessee 38128

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Guiding Principles

Our mission at Spring Hill Elementary is to enable children to:

•Be successful, life-long learners so they can•Achieve mastery of basic and higher order skills and•Develop reasoning skills such as problem solving, creativity, and analytical thinking while•Creating an environment of tolerance and teamwork which will•Qualify them for high level careers and positions so they can•Become productive citizens in the future.

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VisionThe vision of Spring Hill Elementary School is that• Learning is the chief priority and that students should be actively involved in

the learning process.

• Also, staff, students, families, and the community form a partnership that shares in the responsibility to provide a safe, supportive learning environment.

• Teachers will use multiple instructional strategies and assistive technologies to ensure that all children are given the opportunity to learn.

• Various assessments improve students’ learning as they guide the instructional practices of the teachers.

• Students have access resources that will allow them to accomplish high levels of learning and become fully prepared for higher education and their successful future in the workforce.

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Belief Statements

Spring Hill Elementary believes

•That everyone should be treated with dignity and respect and that, •Each person deserves the opportunity to demonstrate their best in everything that they do and,• Circumstances give us the change to show our growth and development into better citizens.

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Philosophy Statement

Our philosophy stated simply is “All children can learn.” Our belief system does not stop there. Not only can all children learn, but all teachers teach. We do not deny the variety that exists among our students, therefore, we acknowledge that our teachers come with a variety of experiences that give our students a perspective that they may not have ever had access to prior to attending our school. It is because we are different that we are also great. It is because we disagree that we have cohesion. Being unique opens the possibilities that the products that we bring forth will also share a quality of uniqueness that will also make them great.

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Previous Results• What progress have you made toward 2010-11

school wide discipline goals?• List graphs and short explanations comparing

years 08-09, 09-10, & 10-11• Data sources may include:

– SMS – PBIS data website – Research, Evaluation & Assessment Department – Self Assessment Survey (SAS), School Evaluation

Tool (SET) if available, & Benchmark Tool

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Goals or Objectives

• Input goals or objectives for 2011-12 (for example… decrease suspensions by 10%, decrease office referrals by 15%, increase student attendance, time on task, etc.)

• Action Plan based on SAS, SET, and Benchmark Tool should be submitted separately

MCS School-wide PBIS (Discipline) Team Worksheet 2011-12

Name of School:_________________PBIS Team is representative

of the school faculty and includes an administrator.

Fill in the names of teammembers and designate counselor who will serve as

TeamLeader (TL) / Internal Coach

*Indicates members mandated by MEA contract; others may be invited as needed

See next slide for further instructions

Principal*

Assistant Principal (recommended)

Professional School Counselor*

School Psychologist

General Education Teacher(s)

MEA Representative*

Elected Teachers (2)*

Special Education Teacher(s)*

Related Arts Teacher(s)

Students

Educational Assistant(s)/ Non-Certified Staff

Community Member

Parents (2)*

ISS Assistant (recommended)

Cafeteria/Custodial Staff

Bus Driver

External PBIS Coach

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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

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Meeting ScheduleSee Next Slide for Further Instructions on Names of Team Members

20 Day Reporting Period

Approximate Dates of Reporting Periods

All data for period entered into system (A)

SW PBIS Team meeting dates (B)

Faculty meeting dates to report interpretation of 20 day data (C)

1 8/9/11-9/3/11 9/10/11

2 9/7/11-10/4/11 10/8/11

3 10/5/11-11/3/11 11/5/11

4 11/4/11-12/6/11 12/10/11

5 12/7/11-1/19/12 1/21/12

6 1/20/12-2/16/12 2/18/12

7 2/17/12-3/24/12 3/25/12

8 3/25/12-4/21/12 4/22/12

9 4/25/12-5/20/12 5/20/12

(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.

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Refer to slide 10 and insert names of Team members below:

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Monitoring Process

• How is data used by the School-wide PBIS Team to determine progress toward goals and Action Plan?

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SAS Action Plan

• SAS results from 2010-11 available if taken:– You may access your SAS report at

https://www.pbisassessment.org/login • Develop your prioritized 2011-12 Action Plan based

on 2010-11 data:– SAS Summary form

http://www.mcsk12.net/aboutmcs_blue_ribbon.asp

– Benchmark Tool• Complete Action Plan and submit with SWPBIS Plan

Self Assessment Survey Analysis of School-wide System Chart

• If significant number of your staff took online survey in 2010-11, you may access your results from https://www.pbisassessment.org/login– Go to the top of page, right corner. Click “Login.”– Enter your School ID in the “School ID” box. – Click “Login.”– Copy tables from Systems “In Place” and Analysis

of School Wide System and paste in next slidesRevised 7/11 15

Sample SAS Tables

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-Sample- Analysis of School Wide System

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Celebration

• Attendance Celebration~– Communicated to parents and faculty using

newsletters and meetings

• Positive Referrals~– Announcements and Positive referral form– Bulletin Board

• ELT/Envoy Leaders~– Badges and T-shirts

• Teacher/Faculty Shout-Outs

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Celebration

• Attendance Celebration~– Communicated to parents and faculty using

newsletters and meetings

• Positive Referrals~– Announcements and Positive referral form– Bulletin Board

• ELT/Envoy Leaders~– Badges and T-shirts

• Teacher/Faculty Shout-Outs

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School Rules

1. Follow all classroom, school, and district rules.

2. Treat others and yourself with others.3. Keep hands, feet, and objects to

yourself.4. Be on time and have all necessary

materials to learn.

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Rules Classroom Cafeteria Hallway Restroom BusFollow all classroom, school, and district rules.

Raise your hand before speaking. Stay in your seat. Respect and honor teacher directions/instructions.

Speak softly to the people close to you. Stay in your seat. Eat your own food.

Walk on the right side of the hall. Use low voices, if you need to speak.

Use materials sparingly. Wash your hands. Use low voices if you need to speak. Keep your hands to yourself.

Stay in your seat while the bus is moving. Speak softly to those who are close to you. Keep body inside the bus at all times.

Treat others and yourself with respect.

Use kind words and actions.Use materials correctly.

Eat only your food. Use kind words and actions.

Obey all Quiet Zones by not talking.

No playing/horse-playing. Use low voices if you need to speak.

Speak softly to those who are close to you. Use kind words and actions. Do as the bus driver asks you to do.

Keep hands, feet, and objects to yourself.

Respect personal space of others.Touch only things that belong to you.

Throwing food is not allowed. Respect the personal space of others. Touch only things that belong to you.

Always walk with your hand to your side. Respect personal space of others.

Do not throw water, soap, or bodily fluids on the wall. Respect personal space of others.

Respect personal space of others. Touch only things that belong to you. Fighting is not allowed.

Be on time and have all necessary materials to learn.

Arrive at school no later than 8:30 A.M. Make sure you have everything you need for class.Come prepared to learn.

Enter the cafeteria with your class. Have lunch number and money ready. Be prepared to choose your lunch.

Stay with your class/teacher.Walk/move with purpose.

Go to the bathroom with your class. Use a hall pass when you are not with your teacher.

Get on the bus as soon as you leave the building. Sit in your seat. Make sure you have all siblings with you before the bus leaves.

Spring Hill Staff & Office Managed

Behavior Chart

Minor Problem Behavior (Staff)

Definition Minor Examples

Major Problem Behavior (Office)

Definitions Major Examples

Inappropriate Language

Any spoken, written, or non-verbal communication that insults, mocks, belittles, or slanders another person.

Comments (profanity) and gestures that are not directed at an individual, harmless rumors. “All your family is dumb,” “This sucks,” “Crap,” “Butthead”, “Stupid”, “What the!”

Abusive Language/

Inappropriate Language/ Profanity

Verbal messages that include profanity, name calling or use of words in an inappropriate way.

Profanity directed at an individual, hostile threats either written, spoken, or non-verbal

Physical Contact/Physical

Aggression

Student engages in non-serious, but inappropriate physical contact.

Silly horseplay, playful grabbing, pinching, non-aggressive punching or slapping, chasing, shoving, inadvertent physical contact, stepping on feet

Fighting/ Physical

Aggression

Actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.).

Hitting, punching, kicking, hair pulling, scratching, choking, biting

Defiance/ Disrespect/

Insubordination/Non-Compliance

Student engages in brief or low-intensity failure to respond to adult requests.

Talking back, not following directions, sleeping, refusal to complete assignments, ignoring request of adult

Defiance/ Disrespect/

Insubordination/

Non-Compliance

Refusal to follow directions, talking back and/or socially rude interactions.

Refusal to comply with established rules, leaving class without permission, overtly verbally defiant/argumentative

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Develop Pre-referral Flow Chart

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Teach the Rules, Expectations and Procedures

School-wide rules, expectations and procedures are communicated by the following:– Classroom rules are cohesive to school-wide rules

behavioral expectations differ by location i.e. P.E., recess, etc.– Lesson Plans

• Are taught the first 20 days of the school year and the first 5 days of each semester. In addition, ongoing booster sessions as needed during Morning Meetings, intercom announcements, and teacher communications to parents)

– Opportunities for practice for perfection – Active monitoring of expectations by all faculty and staff– Rules are prominently displayed in all areas of the building

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Teaching Behavioral Expectations

Sample Lesson Plan Define the Expectation: Provide a Rationale: Teach the Critical Discrimination: Demonstrate Appropriate Behavior Demonstrate Unacceptable Behavior Practice telling the difference with multiple examples If there is a “signal” teach the signal (when should the appropriate behavior occur?) Teach for fluency? How will this skill be maintained?

Code of Conduct test InformationSchool: Spring Hill Elementary

Principal: Raymond Vasser

School Enrollment:

Number of Post-test administered:

% of students scoring 80% or above: 100%

Date make up/retest scheduled (for absentees and students scoring below 80%):

Name of Person Submitting Form: Mae Cleaves

Title: Guidance Counselor

Phone: (901) 416-1119

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Annual PBIS Kick-off• Teachers will teach the MCS Code of Conduct the 1st Twenty

Days of school.

• School-wide Rules and Behavior Expectations are taught using the matrix by the Guidance Counselor during grade-level assemblies

• Teachers will administer Code of Conduct test

• When district and school universal rules and expectations are understood, celebrate the beginning of a new, positive school year

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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

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Classroom ProceduresDescribe your consistent School-wide 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.

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School-wide Incentives

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Teacher Incentives

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Teacher Incentives

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Identify Your Resources for Incentives

For Example:• Adopters• Community agencies & businesses• Restaurants • Fundraisers • Churches • Parent organizations • Others

Communication with Parents & Community

• Document communications and activities with parents and community members about PBIS and your School-wide PBIS Plan.– Letter Home– Website – Parent Newsletter– Parent Meetings– E-mail– Parentlink

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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

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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

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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?

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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)

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

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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

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

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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

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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?

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Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals

Tier 1Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Tier 2Secondary Prevention:

Specialized GroupSystems for Students with At-Risk Behavior

Tier 3Tertiary Prevention:

Specialized Individualized

Systems for Students with High-Risk Behavior

% of Students

%

CONTINUUM OFSchool-wide

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

%

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Insert Your 10-11 Triangle

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Computation for Triangle1. Number of students with 6+ office referrals (red zone)= Divide this number by total enrollment for % in red zone2. Number of students with 2 – 5 office referrals (yellow zone)=

Divide this number by total enrollment for % in yellow zone3. Number of students with 1 office referral= 4. Add together totals from 1, 2, & 3 and subtract from total

enrollment to get students with 0 office referrals 5. 0–1 office referral (green zone)=add totals from 3 & 4. Divide

by total enrollment for % in green zone6. Total students referred (total of first 3 lines)=

Divide by total enrollment body for % students referredComputation template on MCS website