John P. Freeman Optional School

1. John P. Freeman Optional School “We Lead the Quest for Excellence.” 5250 Tulane Road Memphis, Tennessee Georgia Elaine Parks, Principal Michelle P. Watkins, Assistant Principal

2. Guiding Principles Beliefs • All students can be successful contributors to our society. • Each student is a unique individual with special abilities and talents. • Students learn in many different ways and are provided with a variety of instructional approaches to support their learning diversities. • Goals and expectations are clearly defined and presented in order for students to experience success. • Authentic learning and demonstration of achievement are integral components of curriculum design and instruction. • Administrators, teachers, and support staff are committed to the responsibility for preparing and motivating each student to develop confidence, attain self-direction, and become life-long learners.

3. Vision At John P. Freeman we envision a safe environment where students, parents, staff, and community work cooperatively to achieve optimal learning.

4. Mission • Our Mission is to foster an environment where students take ownership in their learning and behavior and are able to compete in a global society.

5. Philosophy Statement Our school philosophy has a three-fold purpose. First, we wish to create a safe school environment where orderly instruction can take place. Next, by making clear what is desired behavior, we hope to encourage self- discipline among our students. Finally, through the application of certain rules, we hope to maintain a climate for developing good citizenship. Our intention is not to create punitive measures but to provide positive guidelines for desired behavior.

7. Goals and/or Objectives Goal: To reduce the number of students on probation for attendance or conduct Objectives • We will reduce the number of students who are tardy fifteen or more times in a year by 50%. • We will reduce the number of students who are referred to the office for misconduct by 25%.

8. MCS Discipline Committee Worksheet2008-2009 • Name of School: • John P. Freeman Optional 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)---Ms. Cynthia Coles • *Indicates members mandated by MEA contract

9. Discipline Committee • The Discipline Team will meet each Monday after the 20-day reporting period to analyze the data. • The Team will then report this information to the faculty and staff during the next faculty meeting. • Ms. Coles and Mr. Payne will be responsible for data from Blue Ribbon Website.

10. Meeting Schedule

11. School Rules • Follow directions the first time given. • Keep hands, feet, and objects to yourself. • Talk softly (unless silent hallway passage is being enforced) and walk on the right side of the hall. • Respect others and the property of others.

12. Sample Behavioral Expectation Matrix

13. How we teach the rules and procedures • Teachers will include in their weekly lesson plans activities to introduce, model, and practice application of the school rules and procedures. • Teachers and administrators will teach, model, and practice the procedures during the beginning of the school year. • All staff members will revisit procedures throughout the year. • School rules and procedures will be posted throughout the school in the appropriate areas.

14. Sample Lesson Plan Behavior: Arrive to school and each class on time Location: School and each class Activity: Role-play with students or staff Why is this important: Ask “Why is arriving to school and/or class on time important?” (Sample responses include: to avoid interrupting the school day and/or class, to be prepared to learn, to be out of the hallway) Negative Example: Ask, “What does it look like to be late to school and/or class?” (Sample responses include: roaming in the hall after the bell rings, outside the building when the bell rings, out of seat when the bell rings) Positive Example: Ask, “What does it look like to be on time to school and/or each class?” (Sample responses include: in the classroom before the bell rings, sitting quietly in seat while working) Practice: Students role play both the positive and negative examples. Explain to the students “We are going to practice the right way of arriving to school and/or class on time.” How will the students show mastery of the skill? Students will show mastery of the skill by reiterating expectations of arriving to school and/or class on time.

15. School Procedures

16. Entering the Building ·Students will enter the building and walk to their assigned area on the right side of the hall. • Teachers will greet students at their assigned posts. • Students should have collected their materials and arrived at their classrooms before 7:30 A. M.

17. Dismissal Procedures • Elementary teachers will escort their students to the courtyard. • Elementary students will line up in a designated area to be picked up by the after-school care coordinator. • Middle School teachers will dismiss their students and monitor the halls at their assigned posts. • Middle School students will collect their materials and walk on the right side of the hall to their designated exits. • Students will line up in a single file line to purchase and redeem tickets at the concession stand. • Students will report to their designated area or exit the building by 2:30 P. M.

18. Lunchroom • Elementary teachers will escort the class to the lunchroom serving line. • Students will enter the lunchroom on time and remain there during the entire lunch period. • All lines are Quiet Zones. • Conversational tones are permitted at the lunch tables unless otherwise specified. • Everyone sits at his/her assigned area and follows the directions of the cafeteria monitors. • Students should remain seated and raise their hands when something is needed. • Table monitors are assigned to wash the tables after lunch. Everyone should clean up all items on and under their table before leaving. • Everyone should put trash in the proper containers. • Classes will be instructed when to line up and should wait quietly for their teachers.

19. Assemblies • Teachers will escort students in a single file line to their designated seating area and remain with their class. • Students will remain quiet before, during, and after the program. • Students will show courtesy and good citizenship during all programs. • Students will remain seated after the program until dismissed. • Students participating in the program are expected to return to class within 10 minutes after the end of the program.

20. Restrooms • Elementary students will be taken to the restroom at a designated time and teachers will monitor them in the restrooms at all times. • Middle School students will use their five minutes between classes to go to the restroom and go to their lockers. • Students are expected to enter the restroom, use the facilities quietly and return to class promptly.

21. Passing Classes • Middle School students will use their five minutes between classes to go to the restroom and go to their lockers. • Students are dismissed from class by their teachers when the bell rings. • Students will walk quietly on the right side of the hall.

22. Classroom Procedures • Students will begin bell work upon entering the classroom. • Students will bring all required materials to class. • Students must have a hall pass when leaving and returning to the classroom. • Students will bring agendas to class and record all homework assignments.

23. Library Procedures • Students coming to the library must have a written pass from the teacher stating topic to be researched. • Computer use is on a first come first serve basis. • Students must abide by the school’s computer policy at all times.

24. Accountability System for Common Areas • While in the cafeteria and while changing classes, students will be held accountable for their conduct. • Cafeteria and hallway conduct reports will be completed if students are not following the rules/procedures for the cafeteria and hallway. Once students receive three reports, a disciplinary referral will be submitted to the office.

25. School Wide Incentives • Jean Day • Games • Dances • Tickets • Concession Tickets • Popcorn Parties • Snow Cone Parties • Pizza Parties • Homework Pass • Student of the Month (Elementary and Middle)

26. Teacher Incentives • Procedures for recognizing and encouraging positive teacher interaction, for example: • Attendance prizes • Students can recommend teachers. • Drawing for prizes (tickets given to students may also have teacher name, so when student gets prize, so does teacher who gave the reinforcement)

27. Resources for Incentives • Adopters • Community agencies & businesses • Restaurants • Fundraisers • Churches • Parent organizations • McDonald’s • Red Birds • Grizzlies • Pizza Restaurants

28. Observe problem behavior General Procedure for Dealing with Problem Behaviors 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

29. Character Education • Character education is taught through developmental guidance sessions and lifetime health/wellness classes.

30. Harassment and Bullying Prevention • Annual harassment training will done with the faculty at the next scheduled faculty meeting. • Training with faculty regarding prevention including defining bullying/intimidation, recognizing early stages, and providing strategies for addressing such behaviors will be addressed at the next scheduled faculty meeting. • Training with the faculty regarding the Jason Foundation ---Suicide Prevention Program will be done with the faculty during the next scheduled in-service.

31. School Safety Plan • The plan will be submitted October 31, 2008. • Dates for drills are as follows: • November 20, December 12, January 22, February 20, March 11, April 9 and 29, and May 13 and 20 • Training will be ongoing as needed during faculty meetings, in-service, and administrative days. • The plan will be reviewed October 31, 2008.

32. Monitoring Process • School, classroom, and individual discipline data are analyzed each six weeks by the Discipline Committee. Needed adjustments are made to the school-wide behavior plan.

33. Action Steps • Teachers will prepare a “Minor Incident Report” each six weeks. • Students who are at risk are identified by the administration, guidance and teachers. • Guidance Counselors work with individuals and small groups to solve problems and improve decision making skills.

34. Prevention Model • Mendez- Too Good for Violence / Too Good for Drugs and Second Step • Bullying in Schools-Townsend Press, The Bully Smart Series • Family-Life-MCS, Peer Mediation, Conflict Resolution, Peaceable Schools • Teen Health • MCS Family Life and HIV-AIDS Prevention Education Curriculum • The programs listed above are implemented through the school guidance department. The guidance counselors facilitate individual and small group sessions incorporating the programs above.

35. Program Elements and Prevention Models These programs will be implemented through classroom developmental guidance and small group sessions. The guidance counselors will facilitate these programs. • Mendez Curriculum • Too Good for Violence • Too Good for Drugs • Second Step • Peer Mediation • Conflict Resolution • Second Step • R.A.P. (Resources For An Advisory Program) • Clear Choices • Teen Health • The Seven Habits of Highly Effective Teens • Making Choices (Life Skills for Adolescents) • MCS Family Life and HIV-AIDS Prevention Education Curriculum

36. Intervention Plan • Teachers will keep parents abreast of student behaviors through notations in student agendas, phone calls, parent conferences, and progress reports. • Guidance counselors and administrators will have individual and small group sessions with at-risk students. • Students and parents will attend a middle school academy during the summer. • Classroom teachers and guidance counselors will use Behavior strategies.

37. IN SCHOOL SUSPENSION MISSION STATEMENT It is the mission of the In-School Suspension at John P. Freeman Optional School to improve the school’s environment by implementing a behavior modification program to improve student achievement. The goals of the program are to: Provide an alternative to home suspension as a means of disciplinary action for inappropriate student behavior. Provide uninterrupted instruction to students in a safe, rigorously- structured environment. Prevent tardies that result into suspensions. Modify inappropriate behavior and return the student to their regular classroom setting.

38. GUIDELINES FOR IN-SCHOOL SUSPENSION • When assigned In-School Suspension, students are expected to abide by the rules and regulations listed below: • The ISS program is from 7:45 until 2:15. The program will be held in a controlled, restricted atmosphere. Any student assigned to ISS who refuses to cooperate with all expectations of the program will risk being suspended from school. • Students will report to the designated classroom with all-necessary books, paper, and pencils. • Students will sit in assigned seats. • Students assigned to ISS must complete all assignments given by the regular classroom teacher. Credit will be given for regular classroom work completed in ISS on a daily basis. Talking, sleeping, laying the head on the desk, leaving the classroom, eating, drinking, chewing gum, drawing, or writing notes will not be permitted. • Students must raise their hand to be recognized by the ISS Coordinator.

39. Students may not leave their desk without permission. • Lunch will be served from 9:40-10:10. Each student must sit at a separate table or ISS area/room. • STUDENTS MAY NOT PARTICIPATE IN OR ATTEND ANY SCHOOL ACTIVITIES, including assemblies, field trips, or award programs while assigned to ISS. • Students in ISS will be escorted at all times.

40. Teacher Guidelines for In-School Suspension • Students can only be referred to ISS/Connecting Room by Ms. Parks or Mrs. Watkins. • The ISS/Connecting Room program begins at 7:45 and ends at 2:15. Students will report directly after announcements. • One of the administrators or ISS/Connecting Room Coordinator will notify the teachers of students assigned to ISS. These teachers should complete the ISS/Connecting Room Assignment sheet and place the student’s daily assignments in the ISS/Connecting Room folder or Coordinator’s mailbox. • Students assigned to ISS/Connecting Room must complete all assignments given by the regular classroom teacher. Credit will be given for regular classroom work completed in ISS on a daily basis. • THE STUDENT MAY NOT PARTICIPATE IN OR ATTEND ANY SCHOOL ACTIVITIES including assemblies, field trips, or award programs while assigned to the ISS/Connecting Room Program.

41. Secondary Intervention Evaluation • We are using data from the following resources to evaluate and monitor progress for secondary interventions: • Blue Ribbon Data • Behavioral Matrix Data • SMS Chancery Attendance and Behavior Data

42. Tertiary Interventions • The School Support Team identifies and plans for these students and monitors the success of the interventions using the following instruments: • Individualized Education Plan • S-Team Meetings • Individualized Behavioral Contracts • Homeroom Guidance Activities

43. Evaluation • Classroom teachers will submit data to the office and analyze data each six weeks and monitor and adjust as needed.

44. Results • We will chart and analyze the discipline office referrals, number of tardies, and minor incident reports. • Strategies will then be developed to respond to the data.

46. Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior 0.0% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior 0.8% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 99.2% of Students

47. Celebration • The entire school will celebrate non-uniform days when achieving a week of zero tardies, which will be observed one day the following week. • Classroom teachers will promote and chart the number of tardies daily.

48. Conclusion • John P. Freeman is committed to the academic achievement and the citizenship development of each child.