Instructions for Submitting Your School-wide PBIS Plan

1. 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 Revised 7/10

2. School Name School-wide PBIS Plan(Discipline Plan) 2012-2013 Raymond Vasser, Principal 3796 Frayser-Raleigh Road Memphis, Tennessee 38128

3. 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.

4. 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.

5. 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.

6. 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.

7. 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

8. 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 Revised 7/11

9. MCS School-wide PBIS (Discipline) Team Worksheet2011-12 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 Revised 7/11

10. 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 Revised 7/11

11. Meeting ScheduleSee Next Slide for Further Instructions on Names of Team Members EXAMPLE ONLY Revised 7/10

12. 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 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.

13. Monitoring Process • How is data used by the School-wide PBIS Team to determine progress toward goals and Action Plan? Revised 7/11

14. 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

15. 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 Revised 7/11

16. Sample SAS Tables Revised 7/11

17. -Sample-Analysis of School Wide System Revised 7/11

18. 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 Revised 7/11

19. 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

20. School Rules • Follow all classroom, school, and district rules. • Treat others and yourself with others. • Keep hands, feet, and objects to yourself. • Be on time and have all necessary materials to learn.

22. Spring Hill Staff & Office ManagedBehavior Chart

23. Develop Pre-referral Flow Chart

24. 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

26. 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: (901) 416-1119

27. 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

28. 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

29. 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.

30. School-wide Incentives

31. Teacher Incentives

32. Teacher Incentives

33. Identify Your Resources for Incentives For Example: • Adopters • Community agencies & businesses • Restaurants • Fundraisers • Churches • Parent organizations • Others Revised 7/11

34. 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 Revised 7/11

35. 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 Revised 7/10

36. 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 Revised 7/11

37. 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? Revised 7/11

38. 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) Revised 7/11

39. 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 Revised 7/11

40. 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

41. 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 Revised 7/11

42. 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 Revised 7/11

43. 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?

44. Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals CONTINUUM OF School-wide INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Tier 3 Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior % 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 Revised 7/11

45. Insert Your 10-11 Triangle

46. 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 • 0–1 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