Alcy Elementary School School-wide Discipline Plan
2007-2008
1750 Alcy Road
Memphis, Tennessee
38114
The Responsive Classroom Approach
Social Skills Behavior
Academics
Child
Guiding Principles
Beliefs Effective instruction takes place in an environment that is conducive to learning. Establishing and maintaining a learning community is vital to the success of all students. All members of the school community must be treated with dignity and respect. Promotion of social standards that demonstrate positive relationships, responsibility, results,
and respect is fundamental to the students’ learning success. Opportunities for all stakeholders to experience personal and professional growth should be
evident.
School Character Points Community building Encouraging strong collaborative relationships Incorporation of research-based practices to enhance student learning Teaching children to care
Values A safe, challenging, and joyful learning environment is necessary for student achievement. Parents and community members help create building blocks that support the learning
process for all students.
VisionAlcy Elementary is a place where students, parents, teachers,and stakeholders are an integral part of the advancement of school goals. Our school provides every child with the opportunity to be successful
and pursue life-long aspirations.
Our students are actively engaged in meaningful activities in order to enrich and cultivate their academic growth and development. Students learn to work cooperatively and develop a sense of
pride in their work.
Our teachers serve as role models and work diligently to provide students with opportunities to be successful. They engage in meaningful activities, encourage strong collaborative relationships
with parents, and establish collegial relationships with other teachers.
Our principal and professional development school compliance coach continually assess, analyze, and evaluate student data outcomes in order to make data-driven decisions. They are
open, supportive, and seek to involve teachers, parents, and stakeholders in the process of change.
Our parents are knowledgeable about decisions made at Alcy and share in the decision-making process. They seek to find solutions to problems and are supportive in this process.
Mission
Our mission is to foster a safe, stimulating environment in which everyone is encouraged to think
critically while developing the necessary skills and attitudes to become caring, responsible, and productive citizens in the twenty-
first century.
Philosophy Statement
We believe: Students, faculty, and staff should be given
opportunities and encouraged to perform at optimal levels.
Effective instruction takes place when students are engaged in meaningful learning opportunities.
All stakeholders must work collaboratively to build community and keep the environment safe and orderly.
Goals and Objectives
To increase the percentage of positive student behaviors. To decrease the number of office referrals by 15% - Goal 115
2004-2005 – 189 2005-2006 – 129 2006-2007 - 135
To decrease the number of suspensions by 15% - Goal 48 2004-2005 – 54 2005-2006 – 57
In-School Suspensions – 47 Overnight Suspensions - 10
2006-2007 – 56 In-School Suspensions – 31 Overnight Suspensions - 26
MCS Discipline Committee 2007- 08
Name of School:
Alcy Elementary 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* Dr. Murphysteen Counts
Professional Development School Compliance Coach Catherine Garrett
Professional School Counselor* Beatrice Williams
General Education Teacher(s)Team Leaders – Lorie Taylor, Tammy Lipscomb, Dianne Hill, Cedric
Anderson
MEA Representative*Tammy Lipscomb
Elected Teacher(s) (2)* Audrey Rhodes, Katrina Washington
Special Education Teacher(s)*Rhonda Mitchell
In-School Suspension Staff MemberAndrew Owens
Related Arts Teacher(s)Karen Chipman (TL)
Parent(s)*Delcinia Newberry
Meeting Schedule20 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 8/13/07-9/10/07 9/14/07 9/17 9/19
2 911/07-10/10/07 10/12/07 10/15 10/17
3 10/11/07-11/7/07 11/9/07 11/12 11/13
4 11/8/07-12/10/07 12/14/07 12/17 1/9
5 12/11/07-1/23/08 1/25/08 1/28 1/30
6 1/24/08-2/21/08 2/22/08 2/25 2/27
7 2/22/08-3/28/08 4/4/08 3/31 4/2
8 3/31/08-4/25/08 5/2/08 5/5 5/7
9 4/28/08-5/23/08 5/30/08 5/23 5/27
Data Entry Designee: Carolyn Owens, Attendance Secretary
Team member responsible for data summary: Karen Chipman, Team Leader
Person responsible for sharing data: Karen Chipman, Team Leader
School-Wide Rules
E – Expect excellence everyday.
A – Accept responsibility for all actions.
G – Get along with others.
L – Listen and follow directions.
E – Envision daily success.
S – Show respect at all times.
Behavioral Expectation MatrixSchool-Wide Rules Classroom Cafeteria Hallway Restroom Homework
Expect Excellence Everyday
Students will work hard and follow school-wide and classroom rules.
Enter and exit the cafeteria quietly.
Clean up after themselves.
Walk quietly on the right side of the hallway at all times.
Use restroom facilities in an appropriate manner.
Observe the restroom areas as Quiet Zones.
Display quality effort when completing homework assignments.
Accept Responsibility for all actions
Admit mistakes and use logical consequences or an Apology of Action.
Be responsible for the cleanliness of their areas.
Admit mistakes and/or use an Apology of Action.
Be responsible for the cleanliness of their areas.
Inform the teacher of problems in the restrooms.
Recognize and follow established homework rules.
Get along with others Use cooperative learning activities to develop social skills.
Speak in an appropriate manner to the teacher and classmates.
Speak in a quiet voice during lunch and observe Silent Wednesday each week.
Stay in a single file line without skipping, pushing, hitting, or kicking.
Take turns in an orderly fashion while using the restroom facilities.
Give encouragement and support each other’s efforts.
Listen and follow directions
Pay attention to the person or persons speaking or giving instructions.
Pay attention to the educational assistants and cafeteria staff as they give directions during lunch.
Observe the Quiet Zone signs and remain silent in all hallways.
Pay attention to the teacher and/or custodial staff as they give directions.
Pay attention to the teacher for instructions for completing the homework assignment.
Envision daily success Work to learn the skills, concepts, and content in each subject area.
Use good table manners while eating lunch.
Remain quiet and walk on the right side of the hallways.
Use the facilities in an appropriate manner while keeping the restrooms clean.
Develop independent work ethics consistent with being successful.
Show respect at all times
Speak with teachers and classmates in an appropriate manner.
Abide by established classroom rules.
Speak with educational assistants and cafeteria staff in an appropriate manner.
Look at work displayed in the hallways without touching or defacing the work.
Flush the toilet, turn the water off, and keep the floor dry and free of towels.
Refrain from writing on the walls in the restrooms.
Will support other students’ homework efforts.
Respect themselves by making sure they do their own homework.
Teaching the Rules and Procedures
Teachers discuss, model, and provide opportunities for practice expected behaviors to reinforce the rules and procedures.
School-wide assemblies are held throughout the school year to reinforce school-wide rules and procedures.
Rules are posted throughout the school. Rules and procedures are reinforced during Morning Meetings Newsletters and parent meetings provide access to the
school-wide rules and procedures for all parents and stakeholders .
Rules and procedures are consistently reinforced by all staff members.
Teaching Behavioral Expectations at the Beginning of the School Year
School-Wide Lesson Plan – Used with Each School-wide and Classroom Rule Name the behavior being taught: Expect Excellence Everyday Rationale for this expectation: In order to maintain a safe, challenging, and joyful classroom environment, everyone must put forth their best effort in both academics and behavior. Teaching Process:
1. Model the behavior as an appropriate example 2. Students describe what the behavior looked and sounded like 3. Model the behavior as an inappropriate example 4. Students describe what the behavior looked and sounded like as well as why it
was inappropriate 5. Have a student model the behavior in an appropriate manner followed by a
description of the students’ observations of the behavior 6. More than one student models the behavior in an appropriate manner followed by
a description of the students’ observations of the behavior 7. All students model the behavior in an appropriate manner followed by a
description of the students’ observations of the behavior 8. If needed, repeat steps 5 – 7 as modeling the behavior in an inappropriate manner 9. Practice the appropriate behavior in the classroom, hallway, restrooms, and
cafeteria Maintaining the skill: Teachers will reinforce, remind, and redirect students during times when behavior should be demonstrated.
School Procedures
Entering School Students enter the building quietly and sit in the cafeteria. All support teachers and staff will report specified posts in the hallway or classroom door.
Morning Routines Announcements at 7:30 a.m. Morning Meeting – 7:45-8:05 a.m. Teachers follow individual teaching schedules.
Passing Classes Students walk on the right side of the hall quietly.
Lunchroom Students enter quietly in a line and sit at assigned table(s) alternating seats. Students clean up after themselves and wait quietly in line before exiting.
Assemblies Students enter the cafeteria quietly in a line and sit where the teacher indicates. Students sit quietly before, during, and after an assembly. Students exit the cafeteria quietly in a line when dismissed as a grade level.
Office Referrals Teachers follow classroom discipline plans using office referrals as an intervention measure.
Dismissal All support teachers and staff will report to specified posts in the cafeteria or hallway. 2:05 – Kindergarten classes exit with teacher. 2:05 – Day Care bus riders dismissed to the cafeteria quietly. 2:13 – All homeroom teachers escort their students down the side walk and monitor their departure.
School-Wide Interventions Soaring Eagles Zero noise signal Quiet Zone signs in hallways
Classroom Procedures
Each teacher will incorporate researched-based strategies for implementing basic classroom procedures such as: Entering the classroom Turning in homework Asking for help Cooperative groups Moving around the room Workstations Writing Assignment Protocols Restroom Privileges
Teachers will turn in an individual classroom procedures form to the office.
School Wide Incentives Six Weeks Awards Ceremony
Honors students who have earned Perfect Attendance, Honor Roll, Principal’s List, and good Citizenship.
Fun Friday A school-wide celebration each six weeks for students who meet the following criteria:
Perfect Attendance, excellent behavior, exhibits character traits, adheres to the uniform policy daily, academic excellence/significant academic or behavioral improvement
Soaring Eagles A school-wide program for maintaining appropriate behavior and a clean table during the lunch
period.
Dr. Counts’ Cool Kids Each six weeks, educational assistants submit one student from each grade level will eat a
catered lunch with the principal on the stage during lunch period.
Good Character Kid Given by classroom teacher and presented during the morning announcements.
Great Wall of Character Students who exhibit good character traits are placed on the Great Wall of Character.
Student of the Month One student from each grade level is honored each month on the Student of the Month board .
Good Character Kid
Date_____________________
Student’s Name ______________ Homeroom ______
Character Trait ____________________
Brief Description __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Teacher ___________________________
Please write the description exactly how you want it to be read during the morning announcements.
Teacher Incentives Perfect Attendance each six weeks Educational accomplishments
National Board Certification Master’s and Doctoral Degrees
Outstanding service and participation Achieving school-wide academic and discipline goals
TCAP scores Writing Assessment (Grade 5)
Who’s Who At Alcy? Spotlight on teachers and staff for outstanding contributions in the
school newsletter Teacher Superlatives (end-of-the-year)
Dream Team Award Quality Work Team Award Various achievement awards
Who’s Who at Alcy
Teacher Recommended: _________________________Date: _______________Who Recommended this Teacher: _________________Reason for Recommendation:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Would you like this information published in the Alcy Newsletter? _________
Please write the description exactly how you want it to be published in the newsletter.
Celebrations
Student Recognition Good Character Kid Great Wall of Character Student of the Month Soaring Eagles Dr. Counts’ Cool Kids Fun Friday Awards Ceremonies
Faculty Recognition Newsletter Publications End-of-the-Year Awards Faculty and Staff Luncheon
Resources for Incentives
AdoptersCommunity & business donationsP. T. O. fundraisersSite-Based BudgetTitle I Parental Involvement FundMemphis Athletics Ministry
General Procedure for Dealing with Problem Behaviors
Observe problem behavior
Problem solve
Determineconsequence
Follow proceduredocumented
File necessarydocumentation
Send referral to
office
File necessary documentation
Determine consequence
Followthrough withconsequences
Problem solve
Follow documented
procedure
Write referral &Escort student to office
Follow upwith student
within aweek
Is behavior major?
Does student have 3?
NO YES
NO YES
Find a place to talk with student(s) Ensure safety
Character Education
MCS Family Life Education and Health & Wellness Curricula is taught in Physical Education as well as in the classrooms.
Character traits are introduced during the morning announcements and reinforced during Morning Meetings and class meetings.
Character Education is taught through classroom guidance sessions using the Character Counts program.
Character traits are included as part of the school newsletter.
Charmettes is a program designed to teach fifth grade girls about self-confidence and grace.
ATOD Prevention
MCS Family Life Education and Health & Wellness Curricula is taught in Physical Education as well as in the classrooms.
Alcohol, Tobacco, and Other Drug prevention is introduced, discussed, and reinforced during Morning Meetings and class meetings.
Red-Ribbon Week is observed school-wide during the week of October 23-26, 2007.
Alcohol, Tobacco, and Other Drug prevention is also taught during individual, small group, and classroom guidance sessions.
Sexual Harassment
• Our Annual Harassment Training was conducted on Wednesday, October 24, 2007 during faculty meeting.
• Our students receive training during individual, small group, and class guidance sessions throughout the school year using a Personal Safety Plan program.
Bullying Prevention
Annual Faculty Review of Bullying PolicyBoard Policy #6.304August 10, 2007
Student training takes place during individual, small group, and class guidance sessions throughout the school year.Bully Buster ProgramThe Berenstain Bears and the BullyConflict Resolution trainingPersonal Safety PlanCharmettes – for fifth grade girls
School Safety Plan
Our School Safety Plan was submitted on October 30, 2007.
Our School Safety Plan was reviewed and agreed upon on Wednesday, October 24, 2007.
School Safety Plan Dates for drills
Primary Fire Drills Rain dates Times
August 15 August 17 9:30
August 29 August 31 9:30September 14 September 17 12:30October 12 October 15 12:15November 15 November 16 1:00December 14 December 17 9:30January 15 January 17 12:30February 15 February 19 9:30March 12 March 14 12:30April 21 April 23 1:00May 15 May 16 9:30
Severe Weather DrillsOctober 29 12:30
March 26 12:30
Emergency Evacuation DrillsApril 24 (Bomb Threat) TBA
Earthquake DrillsNovember 22 TBAFebruary 20 TBA
Lock Down DrillsDecember 5 TBA
Monitoring Process
School, classroom, and individual discipline data is analyzed following each 20 day period by the school discipline committee and then reported to the staff during faculty meetings.
Adjustments are made to the school-wide discipline plan as needed.
Teacher mentors are provided for new teachers as well as support from staff members for all teachers.
The S-Team process is used to develop or modify intervention plans for students with at-risk behaviors.
Intervention Plan
School rules are consistently enforced using the Reinforce, Remind, and Redirect strategy followed by logical consequences, Apology of Action, or a loss of privileges.
Parents are regularly contacted by teachers to discuss academic and behavior progress.
The Student-Code-of-Conduct is regularly reviewed with parents and students.
For students who present serious problem behaviors, group counseling is offered from the guidance counselor and school social worker.
Behavior Intervention Plans are developed and monitored for students who present serious problem behaviors.
Secondary Intervention Evaluation
A variety of strategies will be used to promote positive behaviors for select students. Use the Behavior Intervention Manual to find specific strategies based
on the problem behavior. Team conferences will be held for support and additional ideas for
students who present problem behaviors. Phone calls and letters are sent to parents informing them of their
child’s infractions. ISS is used with an entrance and exit interview with a member of the
Discipline Committee or ISS staff.
Classroom teachers, the guidance counselor, and ISS staff will monitor student progress. Information from observations will be recorded and used to revise behavior intervention plans.
Tertiary Interventions
The guidance counselor accepts referrals from classroom teachers.
Student and parent conferences are generally held before an S-Team meeting is scheduled.
The school support team works closely with classroom teachers and parents to provide resource information and intervention strategies.
Group counseling sessions are conducted and individual behavior plans are written for students who continually experience difficulty.
Out of School Suspension is given when strategies have been exhausted with a required entrance interview with the parent.
In-School Suspension Plan In-School Suspension begins the second six weeks. Students will be given ISS after the classroom teacher has implemented
a variety of intervention steps and completed an office referral form. ISS hours will be determined according to the level of offensive
behavior as outlined in the Student Code of Conduct. Teachers must provide students with assignments to complete while in
ISS. Each student must complete a Behavior Reflection Form before
returning to the classroom to be given to the classroom teacher. The ISS staff is responsible for maintaining up-to-date records of
student information. The behavior log will be monitored monthly for patterns in behaviors and
referrals. Exit interviews will be held with a Discipline Committee member or ISS
staff.
Prevention ProgramsProgram Person Responsible Audience Timeline
Responsive Classroom
All teachers All faculty and staff
Students
Parents
Daily
Character Education All teachers
B. Williams
M. Morrow
Students Weekly
Charmettes Mrs. Williams 5th Grade girls Monthly
Memphis Athletic Ministries
Memphis Athletics Ministries staff
1st – 5th Grade students
Daily from September - May
Student Council C. Garrett
B. Williams
T. Lipscomb
4th –5th Grade students
Daily from October -May
Soaring Eagles C. Garrett
Educational assistants
Students Daily
Results
Frequency Table
Fighting Insubordination Immoral/Disreputable Conduct
Misconduct
2004-2005 38 26 82 37
2005-2006 26 42 42 1
2006-2007 17 44 20 31
2004-2005 Total – 189
2005-2006 Total – 129
2006-2007 Total – 135
Action StepsAreas of Perception Areas of Strength Areas Needing Improvement Action Plan
School-Wide System Rules and procedures are clearly defined and few in number
Emergency and dangerous situation protocols are in place
A list with specific interventions has not been developed for specific problem behaviors.
The difference between office managed and classroom managed behaviors is not clear.
Develop a tip sheet with suggested strategies for handling specific problem behaviors based on the Behavior Intervention Manual.
Tip sheet will be placed in the teacher handbook.
Non-classroom System School-wide rules and procedures apply to all settings
School-wide behavior expectations are taught directly in classroom settings
Congestion in some hallways at specific times during the school day has been observed.
Each floor will develop a schedule for restroom breaks in order to maintain an appropriate number of students in the hallways at all times.
Classroom System Rules and procedures are well established and stated positively
Teachers are skilled in matching curriculum and instructional material to student abilities
Behavior management systems are not always consistently enforced.
Transition times within the classroom is not always orderly.
Use the tip sheet with suggested strategies for handling specific problem behaviors to develop a plan for providing consistent consequences.
Provide assistance in developing orderly transitions through teacher mentoring program and peer observations.
Individual Student System S-Team is skilled in assessing students and monitoring Behavior Intervention Plans
Assessment of students is completed in a timely manner
A simple referral process for requesting assistance from discipline team is needed.
Look into creating an easier referral process when assistance is required for students who present serious problem behaviors.
PBIS Triangle Comparisons
80
15
5
81
17
2
78
16
6
50%
55%
60%
65%
70%
75%
80%
85%
90%
95%
100%
PBIS Alcy 06-07 MCS 06-07
Red 6+
Yellow 2-5
Green 0-1
Plan for Support & Monitoring
Our School-Wide Discipline Plan was submitted on October 30, 2007. The plan includes: Team Members and Team Leader Meeting Schedule for year TIC (also submitted to Coach Oct., Jan., Apr.) Action Plan (based on EBS results) Ongoing training for Team Leaders and others will be provided
throughout the school year
Conclusion
What We Have Learned: The majority of office referrals for the 2006-2007 school year were for insolence or
insubordination (44), disruptive behavior or continual misconduct (31) and immoral or disreputable conduct (20).
Out of 135 office referrals, 103 occurred in the classroom. Additional training for teachers may be needed in classroom management and
implementation of behavior intervention strategies using the Behavior Intervention Manual.
How We Will Use What We Learned: Peer mentoring and professional development opportunities will be provided for
teachers needing assistance with classroom management and implementation of behavior intervention strategies through the Teaching and Learning Academy.
The guidance counselor will provide individual and small group counseling sessions for students who present serious problem behaviors.
Responsive Classroom will continue to be implemented within each classroom in order to stress the importance of developing appropriate social skills.
District PBIS Coaches
• Elementary Area 1, Academic Supt. Kevin McCarthy– Charlotte Baucom, [email protected]
• Elementary Area 2, Academic Supt. Virginia McNeil– Ashley Faulk, [email protected]
• Elementary Area 3, Academic Supt. Judy Jackson– Brady Henderson, [email protected]
• Middle School, Academic Supt. William Rhodes– Ann Sharp, [email protected]
• High School, Academic Supt. Elsie Lewis Bailey– Carolyn Matthews, [email protected]
North Area Office416-4240