Keystone Elementary School

1. Keystone Elementary School 4301 Old Allen Rd. Memphis, Tennessee 38128

2. Guiding Principles - Beliefs • We believe in meeting the individual needs of all students by striving for a quality education for all students. • We believe in holding high expectations for all students and achieving proficiency and beyond for all students. • We believe in shared-decision making and utilizing research-based information and data when making decisions. • We believe in providing a clear purpose and direction as e dedicate ourselves to student learning and achievement in our ever-changing world. • We believe that school success is directly related to collaboration among parents, stakeholders, educators, and students. • We believe that by addressing children’s social, emotional, cultural, and physical needs we can inspire a lifelong love for learning, respect, tolerance, and a sense of self worth. • We believe that children learn best when they are actively engaged in creative, meaningful work that allows them to demonstrate their knowledge and understanding in a variety of ways. • We believe that every day presents opportunities for learning and growth. • We believe that children learn trust, patience, empathy, and other valuable character traits through positive interactions. • We believe in aligning policies and procedures to maintain a focus on achieving the school’s goal for student learning. • We believe in adequate and appropriate internal and external communication. • We believe in promoting a high performing learning culture that includes all students and stake holders. 2

3. Vision Keystone Elementary is a competitive, regionally known urban school striving toward academic excellence by integrating technology and providing a student-centered, academically enriched, learning environment. The faculty, staff, parents and other stakeholders work collaboratively inspiring lifelong learners to compete globally. 3

4. Mission Keystone Elementary is committed to providing a challenging and meaningful learning environment that promotes academic excellence, builds strong character and develops social awareness, in order to encourage students to become responsible decision makers and life long learners. 4

5. Previous Results • In August 2007 Keystone Elementary became an Optional school within a neighborhood school. Baseline information was gathered in 2007-08. • No disciplinary records were kept (and none were reported) prior to the 2007-08 school year. • Infractions reported for 07-08 included: • 160 occurrences disruptive behavior or continued misconduct • 47 occurrences fighting • 46 occurrences misconduct • 25 occurrences insolent/insubordination • 20 occurrences profanity • 14 occurrences bullying, intimidation, harassment • All other reports less than 5

6. Goals and Objectives • Decrease the number of school infractions while continuing to provide accurate and consistent reporting procedures. • Office referrals decrease by 10% • Infractions on level 4 & 5 decrease by 50% • Attendance improved by 1% • Tardies decreased by 10% • Increase and improve the incentive programs used school wide for attendance, academics, conduct and good effort. • Increase the number of students with NO office referrals by 5%. 6

7. MCSDiscipline Committee worksheet 2008-09 Keystone Elementary _________

8. Meeting Schedule

9. Responsible Parties • Data Entry Designee: Andrea Hayes, ISS Coordinator • Data Summary Report to Discipline Committee: E. White, Counselor & A. Hayes, ISS Coordinator • Responsible for Sharing Data Trends with Faculty: E. White, Counselor & A. Hayes, ISS Coordinator

10. Monitoring Process How is data used by the school discipline committee to determine progress toward goals? • The school discipline committee reviews the data and disaggregates it into grade levels. • The grade level representative meets with that team to review incidents and note: - relevance of settings (do misbehaviors occur in support classes, cafeteria, etc.) - incidents involving SpEd students. - the need for continued training of staff responsible for target areas and special needs students - review / re-teach code of conduct for the areas noted • Comparisons to determine success of programs and need for new programs. • Track occurrences to determine reduction as suggested by goals.

11. Action Steps • Committee will work to get 85% faculty /staff support of on-going program efforts. • A survey will be given to teachers every 6 weeks to assess how various components of the current plan are/are not working as well as how many teachers are participating in the discipline plan program. • Committee members should schedule 2x monthly meetings in order to evaluate progress, monitor interventions, increase and diversify incentives. • A member of the PBIS discipline team shall work with the teacher mentor to help new staff members understand how the Keystone plan works, how to utilize the interventions, and how to become an active member of the PBIS team. • Develop a grade level reward for the class with the highest number of students who pass the semester code of conduct test / parent awareness form. • Prepare professional development for faculty members demonstrating how their data reports can be used to develop more specific classroom interventions for targeted students. • Improve and develop more incentives for students and teachers. • Develop a teacher support network that assists teachers who have on-going difficulties with maintaining student behavior that corresponds to the Code of Conduct.

12. Celebration School-wide success is celebrated by teachers, parents & students in the following ways: • faculty meetings • bulletin boards • daily administrative emails • MCS Insider reports • PTA newsletter • Monthly school calendar • Classroom celebrations with movies & popcorn • End of year Awards Program recognizing outstanding student improvements, class successes, parental involvement and teacher led programs. • Student of the week program

13. School Rules • Be Responsible • Be Respectful • Be Safe

14. Behavior Expectation Matrix 14

15. Observe Problem Behavior Warning Conference with Student (Praise in public; reprimand in private) Use Logical Consequence Is behavior minor or major? Write Disciplinary Referral & Send to Office (include all minor incident reports & any other documentation) Grade Level Team Meeting - Refer to Behavior Intervention Manual Administrator determines consequences Complete Minor Incident Report If the student has 3 MIRs for the same behavior in the same semester. . then… Administrator or designee follows through with consequence Complete a Disciplinary Referral – Now a Major Infraction

16. How We Teach the Rules & Procedures • School rules are posted throughout the school • Behavior Expectations Matrix – teacher review activity during in-service. Updates made as needed and then added to the classroom code of conduct booklets located in every room. • Teachers begin teaching the code of conduct practices on the first day of school and continue through the year, periodically testing students and reviewing conduct records. • Code of conduct booklets are placed in every room that supports student activity. • Rules and Procedures are included in the student and faculty handbooks. • Title I Open House to be held during the first two weeks of school • Morning Meetings • Instructors will teach in context of location or activity • Modeling and role playing • Consequences group to reinforce rules and practices. 16

17. School Procedures – Entering School Keystone Cougars Code of Conduct Morning Entry We show we are RESPECTFUL when we: • Enter the building quietly • Go directly to breakfast or class We show we are RESPONSIBLE when we: • Check in with our teacher before going to the bathroom • Purchase bookstore items before the bell rings • Remember that the halls are not a place to visit with friends • Model good behavior for others We show we are SAFE when we: • WALK on the right side of the hall • Carry backpack properly 17

18. School Procedures - Hallways Keystone Cougars Code of Conduct Hallways We show we are RESPECTFUL when we: • WALK in the hall. NEVER RUN! • Stay to the right side • Keep our hands off walls, tables and displays • Keep hallways clean • Keep our hands and feet to ourselves • Follow directions first time asked • Remember – ZERO ZONE – no talking. We show we are RESPONSIBLE when we: • ALWAYS carry our hall pass • Obey the no talking rule. • Model good behavior • Raise your hand when you need assistance • Accept consequences without arguing or complaining. We show we are SAFE when we: • Watch where we are going. • Keep our distance from the student in front of us • Face forward • Keep our hands, feet and books to ourselves • Keep our eyes on the line leader 18

19. School Procedures - Cafeteria Keystone Cougars Code of Conduct Cafeteria We show we are RESPECTFUL when we: • Wait in the lunch line without talking • Stay seated at the table • Raise our hands if we need help • Speak softly to those sitting near-by • Use good manners • Clean up our eating area • Listen to the cafeteria supervisors We show we are RESPONSIBLE when we: • Know our lunch number • Get what we need as we pass through the line • Get up from the table only with permission • Keep our hands off other people’s food and bodies • Walk in a line • Discard our trash properly and in the right places • Remember to leave food in the cafeteria – not the classroom. • Accept consequences without arguing or complaining We show we are SAFE when we: • NEVER share food with others. (It could make them very sick!) • Walk at all times • Use eating utensils for eating only! 19

20. School Procedures – Assemblies Keystone Cougars Code of Conduct Assembly We show we are RESPECTFUL when we: • Enter with no talking • Listen, watch and learn • Participate appropriately • Clap at the end of the program We show we are RESPONSIBLE when we: • Follow directions the first time asked • Raise our hands quietly if we need assistance • Accept consequences without arguing or complaining We show we are SAFE when we: • Walk to our seat / leave our seat patiently • Stay in the listening position • Keep hands, feet and other objects to ourselves. 20

21. School Procedures - Restroom Keystone Cougars Code of Conduct Bathroom We show we are RESPECTFUL when we: • Are quiet – no talking • Wait your turn patiently • Let others have their privacy • Knock on the stall door or check for feet before entering • Keep the bathroom clean We show we are RESPONSIBLE when we: • Do personal bathroom business quietly and quickly • Flush the toilet and wipe off the seat if necessary • Clean up trash around you. Put paper towels in the trash can. • Accept consequences without arguing or complaining We show we are SAFE when we: • Keep hands and feet to ourselves • Walk carefully on wet floors • Close the stall door carefully – don’t let it slam shut • Report problems to the teacher immediately • Keep your feet on the floor • Wash your hands before leaving the bathroom area

22. School Procedures - Playground Keystone Cougars Code of Conduct Playground We show we are RESPECTFUL when we: • Share equipment • Take turns and play cooperatively • Invite others to play • Play fair • Follow game rules We show we are RESPONSIBLE when we: • Follow directions first time asked • Use equipment for the purpose it was intended • Wear coats and jackets when needed • Remember not to scream • Accept consequences without arguing or complaining We show we are SAFE when we: • Stay within the boundaries our teacher has given • Watch ere we are going. Others need space to play safely too. • Run only where permitted • Use hands and feet appropriately • Watch out for other children playing nearby

23. School Procedures - Library Keystone Cougars Code of Conduct Library We show we are RESPECTFUL when we: • Listen and work quietly • Use whisper voices if talking is allowed • Treat books and equipment carefully We show we are RESPONSIBLE when we: • Follow directions first time asked • Raise our hands if we need assistance • Bring borrowed books and required materials to class on time • Accept consequences without arguing or complaining We show we are SAFE when we: • Walk quietly • Use equipment appropriately

24. School Procedures - Bus Keystone Cougars Code of Conduct Bus We show we are RESPECTFUL when we: • Line up quietly at the bus door keeping hands to ourselves • Remember – no talking in the bus line. • Walk to our bus • Wait our turn before boarding the bus • Sit quietly in the seat • Listen to the bus driver We show we are RESPONSIBLE when we: • Know the bus rules and follow them • Keep backpacks in our lap • Listen for directions from the driver • Speak in a quiet voice • Use kind words and actions to others on the bus • Accept consequences without arguing or complaining We show we are SAFE when we: • Keep hands and feet to ourselves • Stay in our seats and NEVER stand up while the bus is moving. • Sit in our seats, facing front with our feet on the floor • Keep hands and other objects inside the bus • Listen to the instructions of the bus driver

25. School Procedures – Closing of School • 3:00 – Students should begin packing-up for dismissal. • 3:05 bell – Dismissal of walkers & bike riders, & After Care students • 3:10 Bus riders dismissed. If buses arrive prior to that time students will be called. • After Care students will be dismissed to the common area. • All teachers should be on the afternoon duty posts by the 3:05 bell • Students who are not picked up in car lane should immediately call home from the office. • Students who remain at school after 3:30 without a specified school recognized activity will be sent to the After-School program and charged accordingly. • Teachers may not leave prior to 3:30 without administrative approval. 25

26. School Procedures - Classroom Keystone Cougars Code of Conduct Classroom We show we are RESPECTFUL when we: • Listen • Act polite and use good manners • Follow the rules • Raise our hand to speak and wait to be called on • Use encouraging polite words • Model good behavior to others • Are considerate to other students space, work and supplies We show we are RESPONSIBLE when we: • Take good care of classroom equipment • Have our work and our supplies every day • Learn the daily schedules • Take notes, reports and agendas home daily • Follow directions first tie asked • Participate in class activities appropriately • Use the time wisely / complete our work • Accept consequences without arguing or complaining • Do our best • Put our backpack and supplies away when we enter the room We show we are SAFE when we: • Walk in our classroom • Keep our body and other objects to ourselves • Use supplies and furniture appropriately

27. School Wide Incentives Cafeteria: • Garden of Good Manners – petals are given daily to classes who demonstrate good behavior during lunch according to the code of conduct. Classes vie to fill their flower with the most petals. Attendance: • Jeans Day – students with perfect attendance for the week may wear jeans on Friday (frequency to be revised for the 08-09 school year). • Luncheon – students with perfect attendance for the year may invite their parents to attend a seated luncheon during the last week of school. Conduct: • Sock Hop – at the end of the 6 weeks students with E’s in conduct are invited to a sock hop. • Fun Friday – activity specified by teachers for students making S or E in conduct for the week (by grade level). Overall Performance: • Student of the Week – award certificates given to one student from each classroom who shows effort and improvement in either behavior or academics during the week. We recognize the need for a more comprehensive program of incentives.

28. Teacher Incentives • Last year the teacher with perfect attendance was rewarded with a computer work station for her classroom. The principal has mentioned that she is observing teaching styles and listening to teacher’s wishes to determine individually selected rewards for teachers with perfect attendance during the current school year. • Recognition of outstanding efforts and accomplishments are given during weekly staff emails and faculty meetings. • Gifts are given at the end of the first semester in appreciation for outstanding efforts by all teachers. (calendars, flash drives) • Luncheons are provided twice yearly in recognition and appreciation of teaching efforts.

29. Resources for Incentives • Due to the freeze on spending and the lack of funds given to the schools, we have no source of funds to supply token incentives for students or teachers during the 2008-09 school year. • Incentives as well as supplies for students in need are provided primarily by our teachers and staff. Parents help out as they can for individual classrooms. • PTA 29

30. Character Education Character Education is taught as part of the Morning Meetings on daily / weekly basis, during Healthy Choices Week, classroom counseling sessions, ISS, during PE/Health classes, extra curricular activities, student leadership programs, and literacy lessons. Specific programs used include: • MCS Family Life Curriculum • United Streaming • Character Counts • Peaceable Schools • Teaching Tolerance

31. ATOD Prevention • Alcohol, tobacco and other drug prevention is advocated at all times. Abstinence is encouraged during any / all conversations that come up with students regarding these issues. All staff participate in this initiative. • Students participate in a day of recognizing the importance of ATOD prevention during Healthy Choices Week as a part of the yearly curriculum. This is organized by the School Counselor and PE teacher each year. • The effects of alcohol, tobacco and drug use are taught and discussed in science classes as appropriate for each grade level. These units are covered once each year and led by classroom teachers. • “Just Say No” posters are made by the Safety Patrol squad members and posted around the school during Red Ribbon Week. This is coordinated by the Safety Patrol sponsor.

32. Sexual Harassment Prevention In an elementary setting, dealing with sexual harassment generally consists of lessons on “good touch – bad touch,” respecting other people, and keeping your hands to yourself. These topics are covered in classroom rules/procedures, classroom guidance stories, classroom literacy and modeling respectful behavior. In the 4-5 grades students are taught about the definition of sexual harassment, why it is important to understand, how it plays out with children this age, and the consequences. Students who have received disciplinary referrals for sexual harassments are required to watch the United Streaming video on Sexual Harassment as a part of their return to the regular classroom. Teachers receive training during in-service training at the beginning of the school year. The MCS sponsored videos are available in the library for staff to check out at any time. These videos are not just on general sexual harassment, the set includes videos on Student to Student sexual harassment, student to teacher harassment, reporting procedures, legal issues and consequences.

33. Bullying Prevention Preventing bullying is a priority at Keystone. As mentioned in our beliefs, we work to provide every child the right to feel safe and cared for while at school. Behaviors that constitute bullying are countered with positive behavior choices outlined in the Code of Conduct. Specific methods of teaching appropriate behavior that is bully free include curriculum from Peaceable Schools, Don’t Laugh at Me, The Bully, the Bullied and Beyond, Teaching Tolerance, MCS Family Life Curriculum, Bibliotherapy, Movies that Teach, Be Bully Free. Students who are caught bullying other children receive strict and non-negotiable discipline as outlined in the MCS Student code of conduct.

34. Violence Prevention Programs • Mendez Foundation: Too Good for Violence • Second Step • Peaceable Schools • Teaching Tolerance

35. Multihazard Emergency School Plan • 2007-08 Plan submitted: 10/22/2008 • Dates for Drills 2008/09: Fire: 8/20 Earthquake: 11/14 8/27 3/12 9/22 10/17 Severe Weather: 11/18 12/08 12/11 3/2 1/14 2/4 Lockdown: 1/30 3/30 4/27 5/8 • Dates for staff training:10/13/2008 & 12/10/2008 • Dates for plan review: 10/9/2008 & 5/2009

36. Intervention Plans(Secondary) • Conference with parent, administrator, teacher, counselor and student • School plan of action made: • Study / Academic plan with set goals and 2x weekly monitoring. • Behavior Contract specifically designed by child. • Check in / check out system with counselor • Group counseling with school counselor or social worker on topics of: • Social skill development, manners, anger management, accepting consequences, retraining of school practices and code of conduct, relationships, organization • Consultation with school psychologist and/or school social worker • Individual counseling • Parent Seminars planned to address needs shown through tracking data. • Appropriate behavior for appropriate places • The role of discipline in education • Resolving conflicts with other students • Positive activities for after school hours • YOU are in charge • Helping your child succeed at school • Respecting authority • TCAP prep from the home.

37. In-School Suspension Plan Procedures: • Administrator assigns ISS as disciplinary measure / intervention. • ISS Coordinator provides a service learning component (social skills) during assigned time. • ISS coordinator checks on students within 2-3 days after completion of the ISS served to determine reconnection success/difficulties. If there is a problem it is discussed with the administrator or counselor • ISS coordinator enters data into SMS and MCS/ISS survey form. 37

38. Memphis City Schools IN-SCHOOL SUSPENSION PROGRAM Student Intervention and Behavior 416-4240 Location 146SS Goal:To create an educational environment where students are held accountable for their actions, learn the skills and attitudes necessary to prevent misbehavior and act appropriately when they return to the regular classroom. Objectives 10% reduction in the amount of suspensions as compared to the previous school year. Each six weeks there will be a 2% decrease in the number of repeat offenders, resulting in a 10% decrease by the final six weeks period. Components Academics – Students will complete academic assignments while assigned to ISS to ensure continued academic progress. Social Skills – Students will receive social skills/character education training by ISS teacher, professional counselor and/or other mental health professionals. All ISS teachers will receive training in the MCS Character Education Model. Service Learning – Students will participate as resources are available in their school community. Alternative Student Transition – Student will spend a specified period in the ISS program upon their return from the Alternative Program. This period will allow students to receive orientation regarding policies/procedures, strengthen pro-social skills, and form a positive relationship with school staff. This will afford administrators, teachers and counselors the opportunity to plan appropriate interventions for students and integrate them back into the school community. Reconnection – Students will have an opportunity to reconcile with the adult and/or student with whom they had conflict. This can be facilitated through written communication and/or a mediation session. Evaluation – The following areas will be formally evaluated: recidivism rate, ISS teacher/administration satisfaction, individual teacher referral rate, and suspension rate. MCS Research and Evaluation will assist with the design of this component. Revised 7/08 38

39. Selection of Students Students will be assigned to an In-School Suspension for an infraction that warrants an out of school suspension. Only administrators can refer students to the ISS program. ISS should be utilized as one of the interventions available in the disciplinary continuum. Students should be assigned for a period of 1-3 days. Conditions Administrators have the discretion to increase the length of stay or utilize other disciplinary actions if a student does not adhere to ISS rules and regulations. ISS capacity should not exceed 15-20 students per day. Conclusions The Memphis City Schools ISS Program is an extension of the classroom/school discipline plan which seeks to help students improve behavior while remaining in an educational setting. This strategy provides a specific disciplinary action a school can utilize to assist with students displaying inappropriate behavior. ISS is a positive approach that prioritizes the needs and long-term goals of students. Revised 7/08 39

40. Procedure for Use Administration determines ISS referrals. Teachers will send daily assignments. ISS Assistant monitors and evaluates student progress ISS Coordinator will spend their day performing duties related to the operation of the ISS program. All other extended assignments (i.e. substitute teaching, cafeteria duty, and hall monitoring) should be paid using school budget. Administrators should make provisions (internet access) to support daily or weekly data entry by ISS Coordinator Revised 7/08 40

41. ISS Coordinator should received the 30 minute duty-free lunch as outlined by Human Resources. ISS staff will assist student with re-entering regular classroom setting. Special Education students will receive services mandated in their IEP during the suspension period. ISS Coordinator should be evaluated at mid-year and end-of-year intervals. Administrators should communicate with ISS Coordinator regarding program implementation as necessary. Revised 7/08 41

42. Secondary Intervention Evaluation • Each student who is referred to the office through a Disciplinary Referral has a file that tracks behavior difficulties from that time throughout the year. Any future referrals are based on the progress notes from the teacher files and the discipline file for the student. • Conduct reports from teacher / progress reports / report cards. • Self reflection evaluations • Parent reports (another conference or phone conference) • More specific evaluation criteria should be developed by the discipline committee throughout the year.

43. Tertiary Intervention Strategies • Students with on-going or frequently reoccurring disciplinary problems are referred to for S-Team evaluations. These S-Teams include Administrator, Teacher, Parent, Counselor, Social Worker and any other party that works to support the student. • Students have mandatory participation in group counseling sessions for anger management, conflict resolution lead by the social worker or school counselor • Students receive individual counseling on a weekly basis with the school counselor. • Functional Behavior Assessment and Behavior Intervention Plan is completed by the School Social Worker and implements and monitored by the School Counselor. • BIP is tweaked as needed and updated as progress is demonstrated by the student. • Progress is judged by teacher report, daily conduct grade, parental response, contract results 43

44. 07-08 Triangle representing the continuum of school wide instructional & positive behavior support Tertiary Prevention: Specialized & Individualized Systems for Students with High-Risk Behavior 2.3% 6+ referrals 14 students Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior 9.4% 2-5 referrals 60 students CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 88.77% 0-1 referrals 567 Students Revised 7/08 44

45. Plan for Support & Monitoring Middle of September submit Discipline Plan electronically to District Coach and Academic Superintendent for your area. Includes: Team Members and Team Leader Meeting Schedule for year EBS Summary Action Plan (based on EBS results) TIC (also submitted to Coach Oct., Jan., Apr.) Ratification-acceptance form faxed 416-4221 Ongoing training for Team Leaders and others will be provided throughout the school year Revised 7/08 45

46. District PBIS Coaches Elementary Area 1, Academic Supt. Kevin McCarthy Charlotte Baucom, baucomc@mcsk12.net Elementary Area 2, Academic Supt. Virginia McNeil Ashley Faulk, faulka@mcsk12.net Elementary Area 3, Academic Supt. Judy Jackson Brady Henderson, hendersonb@mcsk12.net Middle School, Academic Supt. William Rhodes Ann Sharp, sharpa@mcsk12.net High School, Academic Supt. Elsie Lewis Bailey Carolyn Matthews, matthewscarolynt@mcsk12.net Center for Safe & Drug Free Schools 416-4240, fax:416-4221 Striving Schools send to Area Coach and Academic Superintendent Dr. Roderick Richmond Revised 7/08 46

47. Additional CSDFS Staff Kenneth Pinkney, Director, Student Intervention & Behavior Linda Delaney, Emergency Management Janice Johnson, Student Leadership, Peer Mediation Leticia Sanders, ISS Assistants & Behavior Specialists Adrian Stitt, Special Project Assistant for ISS Robert Williams, Technology Project Administrator Ruth Watson, Program Project Specialist Brenda Harper, Brenda Harper, Program Project Specialist Shanddeikka Beecham, Clerical Dorinita Clark, Clerical District Behavior Specialists: Morrice Apprey, Willa Broom, Ptorey Crutchfield, Dana Gaston, Angeletta Giles Center for Safe & Drug Free Schools, Loc. SS146, Rt. 2 220 N. Montgomery, Memphis, TN 38104 Revised 7/08 47