Instructions for Submitting Your School-wide PBIS Plan

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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 Schools Name
• E-mail your completed SW PBIS Plan by Sept. 30,
  2011 to
• mcssafeschools_at_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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Vision

• The 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

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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 team
• members and designate counselor who will serve as
  Team
• Leader (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
EXAMPLE ONLY
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Refer to slide 10 and insert names of Team
members below
(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 Teams
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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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_bl
  ue_ribbon.asp
• Benchmark Tool
• Complete Action Plan and submit with SWPBIS Plan

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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 slides

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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 Bus
Follow 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 830 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.
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Spring Hill Staff Office ManagedBehavior 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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(No Transcript)
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Code of Conduct test Information

• School 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 [phone]

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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 Procedures

• Describe 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

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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)

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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

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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 3 Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF School-wide INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT

Tier 2 Secondary Prevention Specialized
Group Systems for Students with At-Risk Behavior

Tier 1 Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
of Students
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Insert Your 10-11 Triangle
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Computation for Triangle

• Number of students with 6 office referrals (red
  zone)
• Divide this number by total enrollment for
  in red zone
• Number of students with 2 5 office referrals
  (yellow zone)
• Divide this number by total enrollment for
  in yellow zone
• Number of students with 1 office referral
• Add together totals from 1, 2, 3 and subtract
  from total enrollment to get students with 0
  office referrals
• 01 office referral (green zone)add totals from
  3 4. Divide by total enrollment for in green
  zone
• Total students referred (total of first 3 lines)
  
• Divide by total enrollment body for students
  referred
• Computation template on MCS website