Richland Elementary Blue Ribbon School-Wide Discipline Plan 06-07

1. Richland ElementaryBlue Ribbon School-Wide Discipline Plan 06-07 Sharon K. McNary, Principal Kimbrelle Lewis, Asst. Principal

2. Guiding Principles Beliefs We at Richland Elementary believe…… • The primary focus of all decisions affecting our school should be student learning and achievement. • In order to learn, produce quality work, and become critical thinkers and problem solvers, our students must be actively engaged in their education. • A wide variety of teaching strategies and assessment techniques accommodate a diverse population with multiple learning styles,and provide a challenging and affirming environment that is conducive to academic achievement. • All students can reach their maximum potential when provided a challenging learning environment with high expectations. • We must provide an emotionally and physically safe environment in which all students can develop positive and respectful relationships.

3. Guiding Principles- cont. School Character Points • Families and community members are valued partners in character-building and in creating a caring school community. • Programs are provided that enrich and foster the development of multiple intelligences and learning styles. • Positive behavior support is provided so that students reach their optimum level of academic, social, and emotional potential. Values • Every student has the right to learn in a clean, safe, and positive environment. • Collaboration among teachers, administrators, parents, and the community is essential for the effectiveness of character education.

4. Vision At Richland Elementary School, we envision a nurturing, positive, and safe learning community that promotes mutual respect among all stakeholders.

5. Mission The Richland Elementary School community is committed to preparing all students to be productive citizens in our diverse and constantly changing society. Richland’s commitment includes cultivating a lifelong love of learning and the skills necessary for students to develop socially, emotionally, physically, intellectually, technologically, and creatively.

6. Philosophy Statement The faculty and staff of Richland Elementary School believe that it is our responsibility to provide the students with: • a safe and caring environment • opportunities for interactive instruction with high expectations for positive measurable outcomes • the knowledge of how to resolve conflicts • examples of appropriate behavior by demonstrating responsible actions

7. Goals and Objectives Goal • To increase positive student behavior choices and reduce negative behavior choices. Objectives • Increase the percentage of students with no referrals by 20%. • Decrease the total number of referrals to the office by 20%. • Decrease the number of bus referrals by 20%. • Decrease the number of suspensions by 20%.

8. School Procedures Procedures for entering school: Students line up at the assigned entrance or enter for breakfast at 7:15 am. When the 7:20 am bell rings, students walk in a grade level line quietly to their classrooms. Teachers will monitor and warmly greet students as they enter the building and classrooms. Closing of school: Following the afternoon announcements, the administrator will dismiss according to the following schedule: 4th-6th grade day care students and bus riders at 2:10 pm, KK-3rd grade day care and bus riders at 2:12 pm, all others at 2:15 pm with the bell. One teacher per patio will walk the day care students and bus riders to their destinations. One other teacher per patio will walk the car riders and walkers to their exit doors.

9. School Procedures- cont. Passing Classes: • 5th and 6th Grade: When changing classes students line up quietly in their homeroom and proceed silently to the designated classroom. All teachers will supervise from their doorway. • Encore: Teachers lead class to and from Encore classes in a single file line. Students wait with their teacher to enter the Encore class. • Exceptional Children: Students will take necessary supplies and walk quietly to their assigned classrooms arriving on time. Cafeteria: Teachers walk the students to the cafeteria “IN” doors (rear doors). The first 15 minutes of lunch is quiet time. During the last 15 minutes students may talk softly. At the end of the lunch period, teachers walk the students through the “OUT” doors (front doors) and back to their classrooms.

10. School Procedures- cont. Assemblies: Students are escorted to the cafeteria by their teachers and are seated in their assigned sections. There is no talking in the cafeteria when entering, during the program, or exiting the cafeteria. Referrals: The teacher will complete the referral with the specific nature of the problem. Unless the problem is of a serious nature the student will not be sent to the office with the referral. The administrator will call for the student when ready.

11. Classroom Procedures Procedures for the following should be posted in every room: • Beginning and ending the class day or the period • Transitions and interruptions • Materials and equipment • Group work • Seatwork and teacher-led activities • Student interaction with teacher and peers

12. RedHawks Soar with the Fabulous FourRichland Rules • Act Safely • Be Responsible and Respectful • Care for Yourself, Others, and the Environment • Do Your Best

13. How we teach the rules and procedures in the classroom Procedures- Each teacher will: give concrete definitions, provide reasons, demonstrate the procedure, present tasks step-by-step, explain and demonstrate cues (raising your hand, lights turned off…etc), allow for rehearsal/role play, give feed back,and re-teach when necessary.

14. How we teach the rules and procedures in the classroom- cont. Rules- Each teacher will: set the rationale, have students generate individual classroom rules, compile ideas and share with the class, have students and teacher group them, finalize the rules, and display them in the classroom. The teacher will engage the children in role playing and modeling to teach and reinforce the rules.

15. Teaching the Procedures/Rules School-wide- • Orientation assemblies at the beginning of the year to discuss Richland RedHawk’s expectations. • Refresher sessions held each six weeks per grade to reinforce expectations. • Post “RedHawks Soar with the Fabulous Four” rules throughout the building. • Announce daily “RedHawks Soar with the Fabulous Four” over the intercom. • Expectations will be communicated with parents and community through the newsletter every six weeks.

16. Program Elements • Second Step • Mendez • Watch D.O.G.S • Safety Patrol • Student Achievement Awards • Terrific Kids • Mentoring • Buds to Blossoms • Red Ribbon Week • Most Improved Student • Goal Cards • No Bullying Program

17. Character Education Students recite the school character pledge each morning. Second Step lessons are taught weekly. A character trait is emphasized each six weeks, and a “Terrific Kid” is selected by each teacher every six weeks. Students will be also sent to the office on a bi-weekly basis for a positive referral and parents will be contacted.

18. School Safety Plan • Every teacher has a complete copy of Richland’s School Safety Plan and the Classroom Crisis Response Procedures manual. • Tornado, fire, earthquake, and lockdown drills are conducted on a regular basis. • Special needs students will be identified with their unique needs and properly assigned a monitor.

19. In-School Suspension Plan • The in-school suspension program is designed to encourage positive behaviors and to minimize the amount of time out of school. Only ten students assigned to ISS per session. Kindergarten through second grade students will be assigned to ISS for a portion of the day depending on their maturity level. • ISS will be assigned by administrators only. ISS rules and expectations will be shared with students and parents. The form will be signed and kept on file. Teachers will complete an assignment form for each student assigned to ISS. • ISS is designed to be a structured learning environment. A counseling and reflecting component will emphasize personal responsibility, problem solving, and positive behavioral choices.

20. S-Team Process • The S-Team process is designed to identify and assist students experiencing academic, behavioral, or attendance problems. A team of professionals in cooperation with the parent will develop interventions to assist the student. The team can include teachers, administrators, guidance counselors, school social workers, psychologists, and special education personnel as needed. Functional behavioral assessments and behavior intervention plans will be developed as needed with team.

21. Action Steps • On-going school wide professional development will be provided for school staff in positive behavioral supports and best practices. Teams will meet on a rotating basis to reflect, assess, and implement behavioral strategies and interventions. These teams include the Blue Ribbon Committee, the School Leadership Council, Grade Level Teams, PTO, Buds to Blossoms program, Character Education/Peacable Schools Committee, No Bullying Program, Watch D.O.G.S., Parents on Patrol, Safety Committee, and academic teams. • Teams will review school, classroom, and individual discipline, attendance and academic data each 6-weeks to monitor and adjust goals and expectations.

22. Action Steps-Proactive Interventions School-Wide • Greeting students as they enter the building and classroom each day • Designated staff will monitor high traffic areas throughout the day (hallways, cafeteria, bus area, bathrooms) • Second Step curriculum for problem solving and conflict resolution • S-Team process • High quality lessons that stimulate learning • New student orientation • Attendance Monitoring Team • Tutoring/Mentoring Program • Academic Intervention Monitoring Forms/Renaissance Standards Master

23. Action Steps- Proactive Interventions Classroom • Signals • Proximity control • Goal Card Program with school counselor • Redirecting • Positive Reinforcement • Mentoring • Adjusting the classroom environment • Role-playing and practicing rules and procedures • Differentiated instruction • Be cognizant of student learning styles and preferences

24. Action Steps- Recognizing Student Achievement and Positive Behaviors • Honor Roll awards include: • Principal’s List, Honor Roll, Citizenship, • Perfect Attendance, Fogelman Scholar, • “Terrific Kid”, Most Improved Student • Student of the week • Parental contact

25. Action Steps- Reactive Interventions Classroom • Verbal warning/gesture • Proximity control • One-on-one conference • Time-out procedure • Parental contact • Loss of privileges • Referral to counselor • Referral to administrators • S-Team process

26. Action Steps- Reactive Interventions Administrative • Conference • Parental Contact • Conference with counselor (Goal Card Program) • Parental conference • Detention • Loss of privileges (recess, field trips, assemblies) • In-school suspension • Out-of-school suspension • S-team process

27. Prevention Model • No Bullying Program • Second Step • Mentoring Programs • Parents on Patrol • Watch D.O.G.S. • Mendez Program • Red Ribbon Week

28. Evaluation • Teams will review school, classroom, and individual discipline, attendance and academic data each 6-weeks to monitor and adjust goals and expectations. • Specific action plans will be developed to respond to the data and insure achievement of this year’s objectives: • Increase the percentage of students with no referrals by 20%. • Decrease the total number of referrals to the office by 20%. • Decrease the number of bus referrals by 20%. • Decrease the number of suspensions by 20%.

29. Results TBA

30. Celebration • School- Blue Ribbon Assemblies, Honor Programs, Jeans Day, “E” Luncheon, Goodie Bags, AR Store, Daily Announcement Recognition • Teacher- Monthly Recognition of Outstanding Teachers with incentive programs (gift certificates, extended lunch, etc…) • Student- Positive Student Referral to office, Honors Programs, Positive Teacher Parental Contacts, Classroom Celebrations • Partners- Fogelman Most Improved Party, Kiwanis Club Terrific Kids Program, Robilio’s Pizza Party

31. Conclusion It is the goal of Richland Elementary to prepare students to be life long learners and contributing citizens in the 21st century. We believe that one of the most important lessons that education teaches is discipline. While discipline does not appear as a subject, it underlines the whole educational structure. Discipline is the training that develops self-control, character, and efficiency. It is the key to good conduct and proper consideration of others.