Cromwell Elementary Schoolwide Discipline Plan 200708

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Cromwell Elementary School-wide Discipline
Plan 2007-08

• 4989 Cromwell Avenue
• Memphis, Tennessee 38118

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Guiding Principles

• We believe every child has the right to an
  appropriate education in a safe environment and
  has the responsibility to allow others the same
  opportunity.
• We reward and encourage the effort, achievement
  and excellence of all students.
• We constantly challenge students to excel and
  achieve to their highest potential.

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Vision

• We respect and encourage the varied learning
  styles, developmental stages and cultural
  diversity that our students bring with them.
• From a positive, secure and nurturing
  environment, students will emerge with healthy
  self-esteem and a willingness to take risks and
  assume responsibility for their actions.
• The Cromwell staff is committed to providing an
  atmosphere where every child will be actively
  involved in learning and challenged to his/her
  highest potential. Innovative teaching
  techniques, modern technology, and risk taking
  experiences will be combined to meet the
  educational, emotional, physical and social needs
  of each child.

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Mission

• Our schools mission is to provide a safe,
  nurturing environment for learning where students
  are challenged to reach their highest levels of
  social, emotional and academic development.

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Philosophy Statement

• We must provide opportunities for children to
  make appropriate behavioral choices. Our
  expectations for students behavior must be
  taught and reviewed frequently.
• When handling behavior issues, we must remember
  the importance of establishing strong positive
  relationships with students. We must respond to
  the situation in a caring and professional
  manner.
• A positive school climate will guide social and
  academic growth for all students. Positive
  school-wide behavior management is necessary if
  learning is to take place. Cromwells discipline
  plan incorporates positive school-wide behavior
  management, successful interventions and the
  training of students in procedures.

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Goals and/or Objectives

• Increase positive student behavior choices and
  reduce negative behavior choices
• Reduce the number of office referrals by 20
• Use ISS as an alternative to home suspensions
  when applicable
• Reduce the number of home suspensions by 10

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MCS Discipline Committee Worksheet 2007- 08

• Name of School
• Cromwell Elementary
• Discipline Committee is representative of the
  school faculty and
• includes an administrator.
• Fill in the names of committee
• members and designate a Team
• Leader (TL)
• Indicates members mandated by MEA contract

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Discipline Committee

• The Cromwell Discipline Committee will meet the
  week following the week that the data is received
  from the DATA Website.
• Sandra Hodges, ISS teacher, will be responsible
  for getting the data to the committee.

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Meeting ScheduleSee Next Slide for Further
Instructions
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(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) Sandra Hodges,
ISS teacher 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 Discipline Committee. Name and title
Sandra Hodges, ISS teacher Determine how you
wish to examine your data by location, by
student, by infraction, by time of day, number of
referrals per day per month. Also consider office
referral procedures and data integrity. (C) By
student and by infraction Faculty meeting to
discuss behavior should be held within a week of
the Discipline Committee meeting. Enter
projected dates in this column. Identify persons
responsible for sharing data trends for previous
reporting period with the faculty. Name and
title Jeana Cook, Counselor Team Leader Team
may wish to lead faculty in brainstorming
intervention strategies based on data. Share
successes and areas of continued efforts.
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School Rules

• Be responsible
• Keep hands, feet and objects to self
• Be honest and positive at all times
• Be respectful to self, others and school
• property

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Behavioral Expectation Matrix
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How we teach the rules and procedures

• Classroom teacher teaches and reinforces daily
• Morning and afternoon announcements
• Student handbook
• Newsletters
• Parent orientation meetings
• Rules posted in classrooms and throughout the
  building

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School Procedures

• All students enter school and go into the
  cafeteria. Students who plan to eat breakfast sit
  in the breakfast area until their row is called
  to get in line for breakfast. Students not eating
  breakfast sit in the area designated for them.
  Students do not talk during this time. At 815
  teachers come to the cafeteria and pick up their
  classes.
• At dismissal, all day care bus riders go to the
  cafeteria and wait for their bus to be called.
  They are monitored by support staff. Car riders
  are escorted by teachers from their grade level
  down the front walkway to the parked cars.
  Walkers are escorted by designated teachers from
  their grade level out the side doors to the
  crossing guard.
• In the hallways students must always walk on the
  right side. Students not escorted by a teacher
  must always have a hall pass.
• Teachers walk students to the cafeteria line for
  lunch. Students sit at designated tables and
  remain seated unless given permission to get up
  by an adult monitor. Students must get all
  supplies when they go through the line the first
  time. Cafeteria rules are posted at all times.
• Assemblies are held in the cafetorium. Teachers
  will walk students to the cafetorium when called.
  Students sit with their teacher and remain quiet
  and orderly at all times.
• Teachers escort their classes to the restroom on
  a scheduled basis. Restroom rules are posted and
  are reviewed daily by homeroom teachers.
• Office referrals are used as one form of
  consequence in our discipline plan. An office
  referral usually comes as a last resort.

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Classroom Procedures

• Color-coded hall passes are used for specific
  destinations
• Students take part in establishing rules for the
  classroom
• Restroom breaks are taken as a class
• Conduct reports are sent home weekly

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School Wide Incentives

• Fight Free School celebrations
• Student of the Week
• Fun Friday for individual classes each six weeks
• Caught Being Good Awards
• Weekly incentives by teachers
• Honor Roll Awards each six weeks
• Field Trips

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Teacher Incentives

• Attendance awardssix weeks and yearly
• AYP celebration
• Award for teacher/class having most parent
  participation at school functions
• Yearly academic achievement incentive awards for
  teachers
• Periodic incentives at faculty meetings
• Teacher Appreciation Week

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Resources for Incentives

• Adopters
• Community agencies businesses
• Restaurants
• Fundraisers
• Churches
• Parent organizations

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General Procedure for Dealing with Problem
Behaviors
Observe problem behavior
Is behavior major?
Find a place to talk with student(s)
NO
YES
Ensure safety
Problem solve
Write referral Escort student to office
Problem solve
Determine consequence
Determine consequence
Follow procedure documented
Follow documented procedure
NO
YES
Does student have 3?
Follow through with consequences
File necessary documentation
Send referral to office
File necessary documentation
Follow up with student within a week
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Character Education

• Character education classroom lessons are taught
  by counselor to all students for a six -week
  period
• P.E. teacher supports character education in p.e.
  and Health classes
• Principal uses Project Wisdom character
  building announcements every morning with the
  announcements
• Teachers use Project Wisdom journals every
  Friday for student journal writing on the
  character trait of the week

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ATOD Prevention

• Alcohol, tobacco, and other drug prevention
  education is covered in Health P.E. lessons by
  the P.E. teacher
• Classroom teachers cover ATOD with the MCS
  curriculum and the Mendez Too Good for Drugs
  curriculum
• The DARE program is used with 5th grades
• Red Ribbon Week is celebrated each year and the
  school counselor discusses drugs and why students
  should be drug free

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Sexual Harassment

• Annual sexual harassment training was done with
  the faculty on Monday, October 29, 2007.

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Bullying Prevention

• The school counselor does bullying prevention
  training with the faculty including defining,
  recognizing early signs and providing strategies
  for addressing
• Bullying prevention classroom lessons are
  presented to all students by the school counselor
  during the second six weeks of school. Bully
  Free Classroom materials are used.

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School Safety Plan

• Please indicate the date your plan was submitted
• Dates for drills
• Dates for training
• Dates for plan review

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Monitoring Process

• School, classroom and individual discipline data
  are analyzed by the Discipline Committee.
• Adjustments are made as needed to the school-wide
  discipline plan.
• The S-Team process is used to develop
  intervention plans for students with at-risk
  behaviors.

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Action Steps

• Our EBS survey showed only two questions that 80
  of our faculty agreed were fully in place.
  However, there were over half of the questions
  that 80 agreed were either fully or partially in
  place. Therefore, the committee felt we should
  spend the first two weeks of November with the
  faculty revisiting the questions marked
  partially in place to see what the concerns
  were. In doing this we feel that more of the
  questions may become 80, thus giving us a more
  definitive area to target for our action plan.

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Prevention Programs

• Fight Free Schools
• DARE
• Bully Prevention
• Conflict Resolution
• Classroom Management That Works
• Marcia Tates Shouting Wont Grow Dendrites
• These programs are taught to all students by the
  school counselor, the DARE officer and the
  classroom teachers.

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Intervention Plan

• Mentoring by staff
• Groups facilitated by counselor and/or social
  worker include social skills, anger management
  and decision making.
• Students who have had several office referrals
  are referred to the counselor for possible
  outside counseling specific to their individual
  needs
• Serious repeat offenders may need to have FBAs
  and BIPs developed.

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In-School Suspension Plan

• ISS is one consequence in our system of
  progressive levels of discipline.
• Students complete individual class assignments
  and a written reflection on their behavior
  choices that caused their ISS placement,
  including other alternatives to demonstrate
  positive behavior choices.
• Repeat offenses may require a parent conference.

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Secondary Intervention Evaluation

• Secondary evaluations are made based on student
  behavior following interventions done by
  counseling sessions and group activities
  conducted by the counselor and/or social worker.
• Data from discipline referrals, time in ISS and
  teacher observations are also used in
  evaluations.

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Tertiary Interventions

• Students with five or more days of suspension are
  required to have a Functional Behavioral
  Assessment and Behavioral Intervention Plan.
• Students use Check-in Check-out.
• Students are assigned a faculty mentor.
• Success of interventions is determined by
  observation and review of office discipline
  referrals (Currently two students have BIPs).

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Celebration

• Incentives for Honor Roll student each six weeks
• Redemptions of Cougar Cash for Caught Being
  Good
• Class party for no referrals for six weeks
• Fight Free celebrations
• Field Trips

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Conclusion

• At Cromwell Elementary we realize the development
  and implementation of our school-wide behavior
  plan is an ongoing process. Our goal is for our
  students to acquire skills and learn to form
  meaningful relationships needed to function
  socially and be productive citizens who make a
  positive contributions to society.