South Park Elementary School-wide Discipline Plan

Transcription

1 South Park Elementary School-wide Discipline Plan Getwell Avenue Memphis, Tennessee Rebecca Dapper-Principal

2 Vision South Park strives to produce and inspire independent thinkers in a diverse community which promotes academic excellence. Students will be provided opportunities to think critically, communicate effectively, solve problems, and become life-long learners. Students will be equipped emotionally, socially, and academically to be college and career ready.

3 Mission South Park s mission is to instruct, encourage, and lead diverse learners to achieve their maximum academic and social potential.

4 Beliefs/Philosophy All children can learn at high levels through the use of instructional practices which accommodate the individual learner. Teachers, support personnel, parents, students and the community share the responsibility for student achievement, by providing a supportive learning environment. Assessment of student learning should be authentic, giving each student every opportunity to demonstrate achievement. Classroom environment, organization, and management promote optimal learning. Awareness of cultural and ethnic diversity which enhances the learning environment. With proper guidance, students can learn to make decisions that lead to positive outcomes.

5 Discipline Data South Park School Data consisted of: Total Number of Referrals: 194 As reported to the district through SMS Includes: ISS, OSS, REMANDS, & EXPLUSIONS Special Ed. Students

6 The Breakdown

7 Kindergarten Discipline Data

8 1 st Grade Discipline Data

9 2 nd Grade Discipline Data

10 3 rd Grade Discipline Data

11 4 th Grade Discipline Data

12 5 th Grade Discipline Data

13 SPECIAL EDUCATION STUDENTS

14 TOP 5 Behaviors Disruptive Behavior (56) Obscene/Immoral (12) Insolent/Insubordinate (10) Assault to Student (12) Rules Violation (6)

15 Management Behavior Chart Classroom (Minor) Definition Minor Examples Office (Major) Definitions Major Examples Inappropriate Language Any spoken written or non written communication that insults, mocks, belittles, or slanders another person. Profanity and gestures (Finger) that are not directed at an individual. Abusive Language/Inappropria te Verbal messages that include profanity or excessive name calling used inappropriately Profanity directed at an individual, hostile threats either written or non verbal. Physical Contact /Physical Aggression Student engages in a non-threatening but inappropriate physical contact. Silly horseplay, playful grabbing, pinching, non aggressive punching, slapping, chasing, or stepping on feet. Fighting/ Physical Aggression Actions involving serious physical contact where injury may occur (hitting, punching, hitting an object, kicking, hair pulling, scratching) Hitting, punching, kicking, hair pulling, scratching, choking, biting. Defiance/Disrespect Insubordination/Non- Compliance Students engage in brief or low intensity failure to respond to adult requests. Talking back, not following directions, sleeping, checking, refusal to complete assignments, ignoring requests. Defiance/Disrespect Insubordination/Non- Compliance Refusal to follow directions, talking back and/or socially rude actions. Refusal to comply with established rules, leaving class w/o permission, overtly defiant, argumentative.

16 South Park Discipline Plan Objectives Reduce office referrals for disruptive behavior by 25% and classroom disruptive behavior by reviewing data every 20-day period during data talks Reduce expulsions by 50% Increase time on task in classrooms to 100% as measured by administration and peer observations by reviewing data every 20-day period Develop a school-wide discipline plan with set expectations, consequences, and rewards. Increase student and staff awareness of the South Park Core Four

17 School Expectations Roaring for the Core Four! South Park Panthers are: Respectful Responsible Safe Prepared

18 RESPECTFUL Ask permission to use things Raise hand to speak and listen politely RESPONSIBLE Follow directions the first time given Participate in class activities SAFE Keep body and other objects to self Use furniture and supplies appropriately PREPARED Put belongings where they belong Follow morning routine to prepare for class The Core Four Classroom

19 RESPECTFUL The Core Four Restroom Be quick so that others can use the restroom in a timely manner. Be quiet so that you will not disturb surrounding classrooms. RESPONSIBLE Clean up after yourself and make sure you wash your hands. SAFE Be clean. Use the restroom and its supplies appropriately. PREPARED Be ready to go in the restroom when it is your turn.

20 RESPECTFUL The Core Four Cafeteria Use good table manners by talking quietly to other students and adults Clean up eating area RESPONSIBLE Follow directions the first time they are given Raise your hand if assistance is needed SAFE Eat your own food and do not share food Stay seated; get up only with permission PREPARED Get utensils and all food items before sitting at the table

21 The Core Four Hallways RESPECTFUL Keep your voice and feet quiet RESPONSIBLE Raise your hand if you need assistance SAFE Walk to the right side of the hallway Keep your eyes on the line leader PREPARED Face forward

22 The Core Four Bus RESPECTFUL Line up quietly at the bus door Speak in a quiet voice RESPONSIBLE Clean up any paper or trash on the bus SAFE Stay in your seat, facing forward Keep your hands, feet, and objects inside the bus PREPARED Watch for your stop

23 How We Teach Expectations and Procedures Lesson Plans Opportunities for practice Active monitoring of expectations following behavior Posting expectations prominently in building

24 Expectations for Staff Monitor student behavior and provide consistent positive feedback (4:1 ratio positive to negative) to students who choose to comply with expectations Monitor student behavior and quickly provide corrective action in accordance with the school policy in a calm, respectful manner when the students choose to misbehave Take steps necessary to build trusting relationships with and among all students, including having restorative conversation with students after they are sent out of the classroom Take steps necessary to build trusting relationships with the students families

25 South Park Elementary SCS Discipline Committee Worksheet Principal*- Ms. Rebecca Dapper Assistant Principal-Mr. Patrick Certion Professional School Counselor* -Ms. Michelle Jackson School Psychologist- Ms. Cathy Essary-Lane Discipline Committee is representative of the school faculty and includes an administrator. General Education Teacher(s) Ms. Michelle McGarrity Ms. Toni Beasley MEA Representative* -Ms. Deborah Engle Elected Teacher(s) (2)*- Ms. Katena Jones Special Education Teacher(s)* - Ms. Undrii Williams Ms. Lisa Carter Related Arts Teacher(s)- Ms. Angela Renwick Student- Jeremiah LeeGrand Educational Assistant(s)/ Non-Certified Staff Mr. Joseph Bowden Community Member *Indicates members mandated by SCEA contract Parent(s) Central Office or Board of Education Member- Michael Lowe (Regional Superintendent) Cafeteria Staff Bus Driver Other

26 Entering School All students will report to the cafeteria Bus riders will report to their teacher upon arrival Students will sit at assigned grade tables Students will be dismissed by grade Teachers will pick up their students in the cafeteria each day the first and last weeks of school

27 School Dismissal All students will report to the cafeteria at 3:00 Walkers will be dismissed first Car and bus riders will remain in the cafeteria Teachers will work in teams for dismissal

28 Classroom Procedures Teachers are to spend the first two weeks of school teaching the Core Four. Teachers should post the Core Four as well as all procedures in the classroom so the students can see them easily.

29 Program Elements PBIS Responsive Classroom Guidance-Based Character Education No Nonsense Nurturing

30 Intervention Plan A. Excellent Classroom Management B. Parent Notifications Weekly Progress Reports, Conduct Charts, Notes Home Phone Calls Home In-Person Conferences C. Guidance Referrals (There must be documentation to support A&B) -Referral for Independent, Small Group Counseling, or Social Worker - Teacher/Counselor Behavior Contract or Behavior Intervention Plan D. Office Referrals (There must be documentation to support A-C) E. Other Referrals/Next Steps (There must be documentation to support A-D) -Referral to Mental Health Dept. (ex. Social Worker, outside agencies)

31 Evaluation Indicators of progress Teacher Feedback 20 Day Discipline Reports Types and numbers of Office Referrals Student conduct on report cards/progress reports

32 Incentives and Celebrations Individual Classroom Rewards Class of the Month Sock Hops Non-Uniform Days Field Trips Clubs Morning Announcement Recognition

33 Conclusion Everyone must commit to creating a safe, peaceful, and respectful environment. Only then will South Park have a climate conducive to learning. And remember.. EVERYBODY S KIDS ARE KIDS!! EVERYBODY S