White Station High School 2015-16 Discipline Plan 514 S. Perkins, Memphis, Tennessee 38117 David Mansfield, Principal V.P. Carrye Holland Assistant Principals:

White Station High School 2015-16 Discipline Plan

514 S. Perkins, Memphis, Tennessee 38117

David Mansfield, Principal

V.P. Carrye Holland Assistant Principals: Harold Bouldin Michael Bailey ~Anthony Bowen ~Arkisha Wilson

1

Guiding Principles

• Beliefs– School Staff will consistently promote high standards, both

academically and socially.– We believe that high student achievement depends on

attendance, effective teaching, and good behavior.

• Values– Creating an environment conducive to learning. – Promoting individuality in students, faculty, and staff. – Fostering a sense of self-worth and self- discipline in students.

2

VisionIt is our vision for White Station High School to be a student centered, family friendly school that represents and appreciates a diverse population, fosters collaboration among parents, staff, and students, and provides a quality education to each student served.

3

Mission

“The mission of White Station High School is to be a diverse school community that (W)elcomes, (S)upports, (H)eightens, and (S)trengthens both student achievement and creativity within a safe, supportive environment. With the collaboration of faculty, staff, parents and the community, we believe students can reach their greatest potential.”

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Philosophy Statement

Self-worth, caring, independence, and tolerance, while making positive

contributions, are the hallmarks of good citizenship.

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Revised 8/14 6

Previous Results

• Previous year data shows an 18.3 suspension rate average over the past 2 years

• The overall school attendance rate was below the district’s goal of 96%.

• Previous 2 year data shows over 70 fight per year

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Goals or Objectives

• Decrease the Suspension Rate by 10%– Decrease OSS by 10%– Increase ISS and other non- OSS discipline actions

by 10%

• Meet or exceed SCS attendance goal of 96%• Decrease the number of referrals for fighting by

10%• Increase the attendance rate by 5%

Revised 8/15 11

Attendance & SART Process Map and Role Assignments

1. Student accumulates 5

unexcused absences

2. Principal notification

by e-mail

3. Parent notification of

meeting

4. Counselor holds SART

meeting, parent signs PSAP*

5. Meeting documented in SMS Discipline

Module

6. Student name placed on SART

Watch List

7. SART Watch List monitored

by support team

8. Re-offenders reported to

principal

9. Principal contacts parent of

re-offender and Truancy Officer

Revised 8/15 12

Attendance & SART Process Map and Role Assignments

  Role in Process Map Owner of role by name

1 SART Process Owner  Mansfield

2 Office of Attendance send list Ron Pope

3 Notify Parent of SART Meeting  Lowe & Bailey, Bouldin, Bowen or Wilson

4 School Counselor convenes SART Meeting  Fleming, Heaston, Malone, McClain or Smith

5 Meeting documented in SMS Discipline  Lowe and Bowen

6 Student name placed on SART Watch List  Admin

7 SART Watch List monitoring  Bowen

8 Re-offenders reported to Principal  Bowen

9 Principal contacts re-offender parent and Truancy Officer

 Bowen & Bailey

Revised 8/15 13

Attendance Self-AssessmentDate: 10/19/2015  

School Name: White Station High School

Attendance Team Members: Indicate which staff serves on the school’s attendance data team.  What is this team’s meeting schedule?

Monthly according to PBIS 20 day reports schedule

X Principal Mansfield X Assistant Principal(s) Bowen X Guidance Counselor Smith X Attendance Secretary Lowe X General Office Secretary Dotson ☐ Other: ☐ Other: ☐ Other:

Attendance Challenges: Describe your top 3 attendance challenges for your school. Be specific.

1.  Accurate teacher record keeping regarding excused versus unexcused absences

2. Timely notification/referral to administrative team for students with excessive absences

3.   Communication/outreach to parents of at risk students

Revised 8/15 14

Attendance Self-Assessment continuedSchool Data Summary 

Attendance Chronic Absenteeism Absences due to SuspensionsGoal Actual Goal Actual Goal Actual

 95%  96.2%  Less than 5%  9% (including cautions)

 Less than 1% Less than 1%

Notes:

School UpdateDescribe your plans for prevention and intervention strategies to address chronic absenteeism.  Address record keeping concerns with teachers. Reach out students /parents on the cautious list

Prevention Strategies Intervention Strategies

1. Newsletters on Attendance (English & Spanish) 1. Perfect Attendance recognition/incentives

2. Website 2. Public address announcements

3. Letter to parents (English & Spanish 3. Staff development on attendance policies and procedures

4. Parent Link 4. Utilize ISS/Saturday School to reduce OSS

5. Administration Parent Contact of at risk students 5. Restrict privileges of violators

Additional Comments:Would like to explore criteria for system calling parents for absences

Revised 8/15 15

SCS School-wide PBIS (Discipline) Team Worksheet 2015-16

Name of School:_________________PBIS Team is representative

of the school faculty and includes an administrator.

Fill in the names of teammembers and designate counselor who will serve as

TeamLeader (TL) / Internal Coach

*Indicates members required; others may be invited as needed

See next slide for further instructions

Principal* David Mansfield

Assistant Principal Anthony Bowen

Professional School Counselor * Candace Smith

School Psychologist Audrey Elion

General Education Teacher(s) J. Moorow /T.M. Harris

MEA Representative*

Elected Teachers (2)* E. Longino/W. Coulter

Special Education Teacher(s)* C. Blankenbiller/ T. Brummer

Related Arts Teacher(s) R. Herbst, Cathy Doyle

Students Davis Brown

Educational Assistant(s)/ Non-Certified Staff Rosemarie Holster

Community Member

Parents (2)* D. Brown/Hudsmith

ISS Assistant:Campus Monitor: K. Jackson

Cafeteria/Custodial Staff J . Dean

Bus Driver Bailey (Admin over buses)

External PBIS Coach G. True

Revised 8/14 16

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)D. Brown

SW PBIS Team meeting dates (B)C. Smith & A. Bowen

Faculty meeting dates to report interpretation of 20 day data (C) C. Smith / A. Bowen

1 08/10/2015-09/04/2015

09/11/2015 09/15/2015 09/30/2015

2 09/08/2015-10/06/2015

10/09/2015 10/20/2015 10/28/2015

3 10/07/2015-11/10/2015

11/13/2015 11/17/2015 TBD

4 11/12/2015-12/14/2015

12/18/2015 01/05/2016 01/27/2016

5 12/15/2015-01/27/2016

01/29/2015 02/02/2016 02/24/2016

6 01/28/2015-02/26/2016

03/04/2016 03/08/2016 03/23/2016

7 02/209/2016-04/01/2016

04/08/2016 04/12/2016 04/27/2016

8 04/04/2016-04/29/2016

05/06/2016 05/10/2016 05/25/2016

9 05/02/2016-05/27/2016

05/27/2016

Revised 8/15 17

(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: Cathy Doyle(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: Cathy Doyle

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: Anthony Bowen; Candy Smith

Team may wish to lead faculty in brainstorming intervention strategies based on data. Share successes and areas of continued efforts.

Please insert names of Team members below:

Monitoring Process

• Data is reviewed every reporting period by administrators and members within the School-Wide Discipline Committee and is reprioritized as needed, based on referrals in each reporting period.

• Information is then shared with Staff, Leadership Counsel, and Parent Organizations.

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Revised 8/15 19

Sample Analysis of School Wide System

Expec

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ns D

efin

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Expec

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ns T

augh

t

Rewar

d Sys

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Viola

tions

Sys

tem

Mon

itorin

g

Man

agem

ent

Distric

t Sup

port

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

79%

68%

53%

70% 70%

62%

76%

21%26%

42%

22%

9% 8%0%0% 0%

5% 7%

21%

30%24%

Analysis of School-wide System

In Place

Partially In Place

Not In Place

SWPBIS Feature

Pe

rce

nta

ge

of

Re

sp

on

de

nts

CelebrationsCelebrations may occur at the approval of

Mr. Mansfield when bench-marks of the discipline committee’s current plan have been attained.

• Spirit Days (Students & Staff)• Monthly after-school Faculty Fellowships to

strengthen staff relationships• Student recognition and awards through PBIS

(Super Spartan)

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SPARTAN RULES

~ Respect Self

~ Respect Property

~ Respect Others

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Behavioral Expectation MatrixRules Classroom Cafeteria Hallway Restroom Bus

Respect Self

Be on time, prepared, and attentive

Seated OrderlyClean

WalkKeep movingSoft voices

ListenAttentiveTolerancePatience

SeatedSoft voices

Respect Others

Observe personal space, listen and be open minded

Observe personal space listen to authority, leave area clean

Observe personal space listen to authority,

Observe personal space, Keep area clean for all users.

Observe personal space, stay seated, & listen to the driver.

Respect Property

Proper use of school materials, equipment, and other’s belongings.

Keep area clean. Dispose of trash in proper receptacles.

Respect signs, lockers and visual postings and student work in hallways.

Dispose of items in proper areas. Keep area clean and graffiti free.

No eating or drinking on bus. Keep area clean and graffiti free.

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Classroom vs. Office Managed Behaviors

– Describe Observed Problem Behavior – Discern whether or not the behavior is major

– Determine whether behavior is classroom managed or office managed

– Develop a flow chart describing general procedures for dealing with problem behaviors

– Example of flow chart provided (on next slide)

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Classroom Managed Behaviors Office Managed Behaviors

Talking Weapons

Chewing Gum/Eating/Drinking Fighting/Aggressive Behavior/ Threats

Cheating Harassment of Student/Teacher

Lack of Materials Truancy/Class Cutting/ Tardies

Dress Code violation Vandalism

Off task/Out of Seat Alcohol/Drugs

Refusal to Follow Classroom Rules Gambling

Passing Notes Leaving School Campus

Sleeping Profanity towards Teacher/Student

Minor Verbal Conflict with othersElectronic Devises/Refusal to Give to

Teacher

Lack of RespectInappropriate

Comments/Languages/Gestures

In Class Grooming Repeated Minor Infractions

Develop Pre-referral Flow Chart

– Describe Observed Problem Behavior

– Discern whether or not the behavior is major

– Determine whether behavior is classroom managed or office managed (chart on next slide #25)

– Develop a flow chart describing general procedures for dealing with problem behaviors

– Example of flow chart and Classroom Tracker provided

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General Procedure for Dealing with Problem Behaviors

Observe problem behavior

Problem resolved

Determine consequence necessary

Follow procedure as Documented

on WSHS Discipline Tracker

Document Home/School Communication Or Phone Call Home to Parents

Send referral to

office

Necessary documentationfiled in Grade-level Office

Administratordetermines consequence

Administrator followsthrough with consequences

Write Referral

Administrator followsdocumented procedure

Call office for escort

Follow up with studentafter consequence is fulfilled

Is behavior major?

Does student have 4 or more incidents on file with this teacher?

NO YES

NO YES

Speak privately with student(s)

Ensure safety

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How We Teach Our Rules and Procedures

Respect Self ~ Respect Others ~ Respect Property

– Students are issued a copy of the student handbook to discuss with parents.

– Teachers discuss the handbook with every class, every day, for the first week of school.

– School Administrators reinforce rules and procedures during grade level assemblies.

– Rules and procedures are posted prominently throughout the campus.

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Behavioral Expectation MatrixRules Classroom Cafeteria Hallway Restroom Bus

Respect Self

Be on time, prepared, and attentive

Seated OrderlyClean

WalkKeep movingSoft voices

ListenAttentiveTolerancePatience

SeatedSoft voices

Respect Others

Observe personal space, listen and be open minded

Observe personal space listen to authority, leave area clean

Observe personal space listen to authority,

Observe personal space, Keep area clean for all users.

Observe personal space, stay seated, & listen to the driver.

Respect Property

Proper use of school materials, equipment, and other’s belongings.

Keep area clean. Dispose of trash in proper receptacles.

Respect signs, lockers and visual postings and student work in hallways.

Dispose of items in proper areas. Keep area clean and graffiti free.

No eating or drinking on bus. Keep area clean and graffiti free.

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Teaching Behavioral Expectations• The Expectation will be that all students will know the qualities necessary to

demonstrate Respecting Self, Others, & Property.

• This is done through: Freshman Orientation, Grade Level Meetings, and Classroom Teachers using a student handbook matrix which includes every topic located in the student handbook throughout various class periods and days during the first week of school.

• Teachers may randomly quiz students on the contents of the student handbook.

• This information will be constantly reinforced to the students through visual aids in the hallways & classrooms, teacher & administrator reminders, and behavioral plans.

• Daily Lesson Plan Matrix provided to all teachers to cover some portion of the student handbook every hour, every day of the first week of school.

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Revised 8/15 29

Annual PBIS Kick-off• Teach SCS Code of Conduct• Send home & collect signed agreement

form.• Teach School-wide Rules and Behavior

Expectations from matrix• When district and school universal rules

and expectations are understood, celebrate the beginning of a new, positive school year

School Procedures• Students must be in their classes and seated by 7:15 a.m.

• Students must exit the building by 2:30 p.m. and exit the campus by 2:45 p.m. unless involved in an approved and supervised school activity.

• Students have 5 minutes to change classes during which they must use the restroom and retrieve materials from their locker.

• Students must eat on assigned lunch schedule in the cafeteria or picnic area unless otherwise specified or supervised.

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School Procedures (Cont’d.)

• ASSEMBLIES

Student behavior will reflect safety, respect, tolerance and a positive attitude before, during, and after the event.

Assigned faculty members will attend assemblies to ensure a safe environment before during and after the event.

• CAREER AND TECHNOLOGY STUDENTSAll career and technology student must be at their assigned C & T Campus or in a supervised study hall or as otherwise directed.

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Classroom Procedures• Students must adhere to rules posted in each classroom.

• Students must have a hall pass when in the hallways during instructional time.

• Students must enter the classroom on time with appropriate materials.

• Students who are tardy will be governed by the school’s tardy policy.

• Additional policies and procedures, as detailed in the student/parent handbook.

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School Wide Student Incentives

Student successes will be recognized for those

meeting ALL of the following criteria:

~ no tardies~ No N’s or U’s in conduct~ No referrals to Grade Level Offices

Recognition through:

~ Free passes to school functions~ Super Spartan T shirt Awards~Participation in selected events

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Revised 8/14 35

Apple Traits at School

Student Name __________________________________

Displayed the Apple Trait of:Respect Self

Respect PropertyRespect Others

(Circle the trait you observed)

Staff Signature _____________________________________________

If you would like to write on the back the details of what you observed feel free!

Sample Incentive Ticket for School

Revised 8/14 36

Apple Traits in the Community

Student Name __________________________________

Displayed the Apple Trait of:Respect Self

Respect PropertyRespect Others

(Circle the trait you observed)

Signature _____________________________________________Location______________________________________

If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

Sample Incentive Ticket in the Community

Teacher Incentives~ Teachers & Building Staff will be recognized by their

students, peers, and administrative staff by having positive comment cards filled out and placed in a location designated by PBIS.

~ Each staff will receive all their positive comments weekly to read and keep.

~ Super Spartan Teacher Awards given to teachers nominated by students.

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Super SPARTAN Teacher Recognition

I would like to nominate Date________Mr./Mrs./Ms./Miss _________________________as a Super SPARTAN Teacher this week for the

following reason: _______________________________________________________________________________________________________________________________________________________________________________________________________________

(Please continue on back if additional room is needed.)38

Resources for Incentives

• Adopters• Community agencies and businesses• Restaurants• Fundraisers• Churches• Parent Organizations (PIE)• Booster Organizations

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Revised 8/15 40

Communication with Parents & Community

– We will make the plan available on our website for parents and students to review. We will send out emails and phone messages letting them know when it is available.

– Website – Parent Newsletter/Parent Meetings– E-mail– School Messenger

Revised 8/15 41

Character Education• Each month, beginning in October, we will focus on a

specific character trait.

1. Weekly announcements, provided by the counselors and presented by students detailing something about that month’s trait.

2. A classroom guidance activity in each grade dujring that month that relates to that trait.

3. Implement “Caught Being ….” Teachers reward students they have observed exemplifying the traits each month with homework passes.

Revised 8/15 42

ATOD Prevention

• All of these topics are covered in the Lifetime Wellness Curriculum.

• School Wide Red Ribbon Observation• S.A.D.D. Club creates posters that are

distributed around the school.

Revised 8/15 43

Bullying Prevention

• Bullying presentation for faculty is given during the PD time in September. Candy Smith, counselor, provides the training in multiple sessions so that all faculty members can participate. This is also the time to review lessons that will be provided to students next month.

• A power point presentation is then provided to teachers to share with their students. This is done sometime during the month of October. All classes show the presentation during a specific class period. Questions to spark discussion are provided.

Revised 8/15 44

Violence Prevention Programs

• Facing History Class and Club• Many of our students are involved in

Bridge Builders• Kingian Nonviolence information

presented/discussed via English classes• Other clubs that promote diversity and

differences, like the Multicultural Club and Spectrum.

Revised 8/15 45

Tier 2/Intervention Team• School Counselor, administrator, appropriate

instructional staff and behavior related personnel.

• Will monitor group and targeted interventions such as individual counseling, group counseling, meeting with representatives from collaborating agencies.

Revised 8/15 46

Intervention Strategies

• Describe secondary interventions (Tier 2) for students who have been referred to the office 2 - 5 times, such as:

• Behavior plans• Individual Counseling• Group counseling with counselor or school

psychologist.• Faculty mentoring• Student to student mentoring• ISS

Revised 8/15 47

Additional Tier 2 Interventions– Self monitoring programs– Increased academic/behavioral supports &

practices– Self management training and support– Social skills instruction– Behavioral Contract

WSHS In- School Suspension Plan

• ISS may be used for:– Excessive tardies– Misconduct– Class cutting– Re-entry for expelled students

• ISS will be used as an intervention step to prevent home suspensions and re-entry into the school.

• Teachers must provide work for students on the ISS list• ISS Coordinator completes an exit meeting with the

student before returning to class.

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Shelby County Schools In- School Suspension Plan

Student Intervention and Behavior

Goal: To create an education environment where students are held accountable for their actions, learn the skills and attitudes necessary to prevent misbehavior and act

appropriately when the return to the regular classroom.

Objectives20% reduction in the amount of overall suspensions as compared to the previous school year.

Components Academics – Student 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.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 skill, and for 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.

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In- School Suspension Plan

Student Intervention and Behavior416-4240

Location 146SS (Continued)

Selection of StudentsStudents will be assigned to an In-School Suspension for an infraction that could warrant

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 – 2 days.

ConditionsAdministrators have the discretion to increase the length of stay or use other disciplinary

actions if a student does not adhere to ISS rules and regulations. ISS capacity should not exceed 20 students per day.

ConclusionsThe Shelby County Schools ISS Program is an extension of the classroom/school

discipline plan which seeks to help students improve behavior while remaining in an education 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.

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SCS Procedures for In-School Suspension Use

• Administration determines ISS referrals.

• Teachers will send daily assignments (excluding 1st & 3rd Fridays).

• ISS Assistant monitors and evaluates student progress

• ISS Assistant 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 Assistants.

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SCS Procedures for In-School Suspension Use

(continued)

• ISS staff will assist students with re-entering regular classroom setting.

• Special Education Students will receive services mandated in their IEP during the suspension period.

• ISS Assistants should evaluate progress of program at every quarter

• Administrators should communicate with ISS Coordinator regarding program implementation as necessary.

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Revised 8/15 53

Secondary Intervention (Tier 2) Evaluation

• Teachers will receive copies of behavior plans for the students they teach. They will communicate with counselors whether students are adhering to plans in their classrooms or not.

• Counseling logs• Mentoring reports from faculty and student mentors• Number of referrals• Reports from ISS • Twenty day reports

Tertiary Interventions• If a teacher feels that a student’s behavior warrants an S Team, that

teacher can request the necessary paperwork from the chairperson to initiate the process. The teacher must show in the paperwork interventions that she has tried with the student before turning it over to the S Team.

• Once paperwork is complete, the chairperson convenes the S Team.  It should consist of the referring teacher, at least one of the student’s other teachers, an administrator, a counselor, and the parent(s).

• The team will share information and come up with a behavior intervention plan for this student.  All of the student’s teachers will be given a copy and they, along with the behavior specialist, will be responsible for monitoring the success of the interventions.

• Success of interventions will be determined by a decrease in targeted behavior based on Daily Trackers that are submitted to the student’s PSC.

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Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals

Tier 1Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Tier 2Secondary Prevention:

Specialized GroupSystems for Students with At-Risk Behavior

Tier 3Tertiary Prevention:

Specialized Individualized

Systems for Students with High-Risk Behavior

% of Students

%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

%

Revised 8/14

Revised 8/14 56

Insert Your 14-15 Triangle/Data

Revised 8/15 57

Resources• TN PBIS links http://www.edprodevelopment.com &

http://riseprojectmemphis.org

• Maryland PBIS http://www.pbismaryland.org

• PBIS http://www.pbis.org

• Michigan http://miblsi.cenmi.org/

Revised 8/15 59

Manager Behavior & Student Leadership

Randy McPherson, EdD, LPC, NCSC, NBCT

416-6344, fax:416-1148