Blue Ribbon Team. Renita Perry Principal. Kenia Colema

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Treadwell Elementary School-wide Discipline Plan
2007-08

• 3538 Given Avenue
• Memphis TN, 38122

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Treadwell EaglesBlue Ribbon Team

• Renita Perry Principal
• Kenia Coleman Assistant Principal (Co-TL)
• Patricia Gamble Assistant Principal
• Melissa Idleman Special Education (TL)
• Trudy Hill Kindergarten
• Andrea Johnson 1st grade
• Linda Pettit 1st grade
• Marilyn Burks 2nd grade
• Eric Nesbitt 3rd grade
• Cherhonda Ayers MEA/4th grade
• Ora Washington 6th grade
• Jonette Cooper Parent
• Damon Morris ISS teacher

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Meeting Schedule
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Guiding Principles

• Respect for cultural diversity enables students
  to better understand self and others.
• School staff, parents, students, and the
  community will work together to establish a safe
  and supportive learning environment.
• All students are valued individuals with unique
  physical, social, intellectual, and emotional
  needs.
• There is an emphasis on high standards and
  expectations that all students can learn and
  achieve their highest potential through quality
  learning experiences.
• Students learn best when there is a focused
  curriculum that incorporates cooperative
  learning, problem solving, and critical thinking
  skills.

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Guiding PrinciplesStaff Beliefs

• All staff members contribute to Treadwells
  friendly, inviting environment. We set the tone
  through our actions and attitudes. Our beliefs
  are evident as we demonstrate our continuous
  support and encouragement of students, parents,
  and community.
• All must be treated with dignity and respect.
• Students should be taught the skills and
  behaviors necessary for success through modeling
  and explicit instruction.
• Students should be taught to respect the opinions
  and beliefs of others through modeling and
  explicit instruction.
• Motivation and responsibility should be
  encouraged through positive interactions and
  building relationships with students.
• Student misbehavior represents a teaching
  opportunity.
• From Administrators Desk Reference Of Behavior
  Management, Safe and Civil Schools, Randy Sprick

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Guiding PrinciplesSchool Character Points

• Faculty and staff are sensitive to the needs of
  others
• We will build self-esteem/confidence in students
• We will model how goals/expectations look
  throughout the year.

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Guiding PrinciplesValues

• Faculty and staff are sensitive to the needs of
  others
• We will build self-esteem/confidence in students
• We will model how goals/expectations look
  throughout the year.

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Vision

• The Treadwell community promotes high quality
  instruction and exceptional academic achievement.
  Our community produces a safe learning
  environment which is based upon agreed routines
  and procedures. In addition, we use data to drive
  all academic and non academic decisions.
  Treadwell teachers deliver high quality learning
  experiences that are data driven and
  scientifically based, thereby preparing our
  students to meet and/or exceed local, national,
  and global standards.

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Mission

• We will equip Treadwell students to be able to
  excel academically and apply their knowledge to
  real-world situations. When our students have
  not met agreed upon goals, we (the educators)
  will use our data to reflect collaboratively with
  our Treadwell learning community to design a plan
  of instruction based on the data findings and use
  best practices and strategies for re-teaching to
  ensure and promote academic success.

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Philosophy Statement

• A positive school climate supports social and
  academic
• growth for all students. Positive school-wide
  behavior
• management is necessary if learning is to take
  place.
• Positive school-wide behavior management
  requires a
• discipline plan, applying successful
  interventions, and
• training students in procedures.
• We must equip children with the tools necessary
  to make
• appropriate behavior choices. Our expectations
  of
• students behavior must be modeled, explicitly
  taught, and
• reviewed with students frequently.

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Philosophy Statementcontinues

• In handling behavior issues, we must keep in mind
  the
• importance of building strong relationships with
  students.
• How we treat one student can affect our
  relationship with
• all students. Therefore, we must handle all
  situations in a
• caring and professional manner.

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Goals and/or Objectives

• To decrease suspensions by 20,decrease
• office referrals by 20, increase student
• and staff attendance by 2, reduce
• excessive tardies by 10, and reduce
• truancy by 10.

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MCS Discipline Committee Worksheet 2007- 08

• Name of School
• Treadwell Elementary School
• 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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School and Classroom-wide Rules

• Keep hands, feet , and objects to yourself
• Always show respect to self, others, ,and
  property
• Use acceptable language, keeping hurtful comments
  to yourself.
• Follow directions at all times
• Keep the building clean and orderly
• During assemblies
• Show respect at all times
• Enter the auditorium quietly and pay attention
  respectfully
• Keep areas clean and orderly

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Treadwell Elementary Behavioral Expectation Matrix
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How we teach the rules and procedures school-wide

• The principal will discuss and explain school
  wide rules to students in the orientation
  assembly the first week of school.
• Parents will be appraised of the rules and
  procedures during registration with a rules and
  procedures handout for Treadwell Elementary
  School.
• School rules and procedures will be posted
  throughout the school and in the classrooms

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How we teach the rules and procedures school wide

• Students will be reminded of appropriate behavior
  daily during announcements.
• Teachers will teach through modeling and explicit
  instruction classroom expectations, rules and
  procedures
• New student orientation will be conducted each
  six weeks for students that have transferred to
  Treadwell Elementary after the 1st six weeks.
  Parents will be encouraged to attend.
• Students will recite PRIDE expectations during
  morning announcements.

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We Can't Hide That Eagle. . .

• Positive
• Make appropriate comments and
• demonstrate reasonable behavior
• Responsible
• Be accountable for our actions
• Involved
• Work actively with others
• Diligent
• Be persistent and complete all tasks
• Efficient
• Make the best use of our time and resources

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How we teach the rules and procedures school wide

• Teacher and students will collaborate in an
  effort to get student input on rules and
  consequences.
• Teachers will implement Morning Meeting within
  the classroom to establish a climate of trust,
  safety, and respect. Morning Meeting will be
  conducted daily in the classroom. Model, Teach
  and review of expectations, procedures, routines,
  and rules will be a daily part of Morning
  Meetings.

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School Procedures

• Arrival to school
• School begins at 715 a.m. Students may enter
  the cafeteria at 700 a.m.
• All students should enter the building quietly.
• Teachers will stand at classroom doors at
  715a.m. to greet students and monitor hallway
  behavior.
• After the 1st six weeks, parents will need to
  make prior arrangements in order to bring student
  to the classroom.
• Closing of school
• Teachers will walk with students down the hall
  quietly as they exit the building and walk with
  students to the sidewalk.
• Students will be dismissed at 245 p.m. daily

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School Procedures

• Passing Classes
• Students will walk to the right of the hall
• 3-2-1-0 Hallway Expectations 3 blocks from the
  wall, 2 hands down at your side, 1 block between
  you, and 0 quiet zone
• Lunchroom
• Teachers are expected to deliver and pick-up
  students on time daily
• Students will remain at their assigned tables and
  seats
• Students will talk with inside voices-No talking
  will occur when students get too noisy
• Students will be assigned to sit at designated
  tables.

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School Procedures

• Assemblies
• Students will be given guided practice of how to
  enter an assembly, sit during an assembly, and
  how to leave an assembly
• Students will be assigned a designated sitting
  area for the grade and classroom
• Referrals
• The management of the classroom is the teachers
  responsibility follow guidelines according to
  the office referral steps
• Children should not be sent to the office. Send
  referrals to the office and the first available
  administrator will call for the students when
  time permits. You may use your team to help
  until an administrator contacts you
• Referrals must be filled out completely before
  they reach the office, including student portion
  of form. The referral must include the students
  discipline documentation showing interventions,
  previous offenses, actions taken, and dates

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School Procedures

• Unified Dress Code
• Tops (shirts, blouses) must be white with
  collars and sleeves. (No logos) Red shirts are
  acceptable. Males are required to wear belts
  with shirt tails tucked in.
• Bottoms (pants, walking shorts, skirts, and
  jumpers) must be navy, khaki tan, or black.
  Jeans are not allowed. No sagging pants.
• Shoes Athletic or tennis shoes and boots are
  acceptable. No shoes with heels out. No
  flip-flops, toes must be covered. Roller skate
  shoes are not permitted.
• Kindergarten students are required to be bring an
  extra set of clothes at the first of the year for
  emergencies.

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School Procedures

• Returning from absences
• Written excuse must be turned in to homeroom
  teacher the next day. Teacher writes excused or
  unexcused on absence sheet turned in to Ms.
  Miller. If a family has more than one child
  absent, a note for each child must be turned in.
• Referral to office
• 1st Call administrator to inform them of
  discipline problem.
• 2nd Send completed office referral by a
  designated student only if the administrator does
  not come to teachers room regarding referral.
• Do not send referred child to the office unless
  he/she has been
• called for by administration.

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School Procedures

• Disaster Drills
• Disaster plans, routes and procedures will be
  provided for each teacher.
• Visitors to classroom
• Visitor are only allowed to observe during
  instruction. A conferences will be held by
  appointment only before school, during teacher
  planning, or after school.
• Visitors must report to the office first to sign
  in and receive a visitors pass.
• Visitors pass must be visible
• Secretary will call ahead to alert classroom
  teacher of visitor.
• Substitute Notebook will include discipline
  procedures

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Classroom Procedures

• The first two weeks of school, teachers will
  teach through modeling and explicit instruction
  the following to students
• Procedures for leaving the room and returning to
  the room
• Procedures to be used in the hallways, bathroom,
  cafeteria, and playground
• Emergency drill procedures
• Exiting the building/inclement weather procedures
• Discipline procedures
• School/classroom rules
• Homework procedures

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Classroom Procedures

• All students will be engaged in bell work
  activities upon entering their classes in the
  morning
• All classes will implement morning message
  activities to actively engage all students in the
  community process.
• Presentation of morning announcements will be
  conducted by all classrooms on a weekly rotating
  schedule

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Classroom Procedures

• Hall passes All teachers will be given
  individual hall passes that will be identified by
  their names. Teachers will utilize the hall
  passes at their discretion on a case-by-case
  basis.
• Getting up from seat Students will not be
  allowed to arbitrarily move about the classroom
  and/or hallways. Students will raise their hand
  and be acknowledged before moving throughout the
  class

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Classroom Procedures

• Asking for help Students will ask for
  assistance by raising their hand in an orderly
  fashion. Each teacher may develop his/her
  individual class system.

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Classroom Procedures

• All teachers will explain and post classroom and
  school wide procedures
• All teachers will post learning objectives and
  assignments daily including homework.
• Intercom when an announcement comes over the
  intercom, all students will stop talking. Only
  the teacher will answer the intercom unless the
  teacher has specifically designated a student for
  this role.

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School-wide Incentives

• All students will receive attendance recognition
  per six weeks period and/or based on data for 20
  day periods.
• Ice-cream treats/sundaes
• Pencils
• Recreational Activities
• Field Trip
• Lunch with the Principal/Assistant Principals
• Popcorn Party
• Pizza Party

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School-wide Incentives

• Caught Being Good
• Students are given pencils with the
• slogan Caught Being Good for displaying
• hallway cafeteria expectations

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School wide Incentives

• Fight Free School
• Every 5 days students will be awarded a
  school-wide incentive for not
• being involved in any confrontations that are
  physical and harmful to
• one another.
• Pencils
• Stickers
• Sock Hop
• Dunk the Principal
• Recreational Activities
• Popcorn Party
• Picnic in the Park

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Teacher Incentives

• Perfect Attendance
• Teachers with perfect attendance will be
  recognized each six weeks
• period with small tokens to say thank you and we
  appreciate your
• commitment to your students education.
• Teachers will be acknowledged weekly in the
  Treadwell Weekly
• Newsletter of their good works and efforts-Shout
  Outs!
• Teachers going the extra mile, above and beyond
  the call of duty will
• receive coupons for early leave of 60 minutes.
  This includes regular
• duties and no request made.

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Resources for Incentives

• Cummins Diesel Recon
• Local Restaurants-Lennys, Sonic
• Malco Movie Theatre
• Highland Heights Methodist Church
• PTA
• Community Businesses-Kroger, Wal-Mart

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Treadwell Elementary Flow Chart for Procedures
Observe problem behavior
Is behavior major?
Find a place to talk with student(s)
NO
YES
Ensure safety
Problem solve
Contact office to notify an Administrator
Write referral and provide all documentation
Determine consequence
Determine consequence
Follow documented procedure
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

• Guidance counselors will go to classrooms and
  discuss different topics with students. The
  topics will deal with issues the students face on
  a regular basis. Parent participation activities
  will be sent home to encourage parental
  involvement.
• During each six weeks all students will be taught
  a character trait.
• Student orientation is completed with students
  within the first weeks of school to inform them
  of the process and what to do if extra counseling
  is needed.

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Character Education

• A Character Education handbook consisting of the
  skill goal, parent activities, resources,
  vocabulary, motivation activities, a parent
  letter and culminating activities has been
  prepared for age appropriate students.
• Classroom/Support teachers will reinforce the
  character theme within the classroom with
  students.
• Morning Meetings will be implemented daily to
  focus on having good character to help with
  reinforcing positive behavior with others.
• Morning Announcements will give students positive
  words of thoughts for improving social skills and
  self esteem.

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ATOD Prevention

• Our school supports ATOD prevention
• through P.E./Health lessons to encourage
• students to treat their bodies appropriately
• by modeling proper techniques.
• The counselors will talk with students on
• preventive use of ATOD in whole class discussion
• and small groups based upon the student needs.

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Sexual Harassment

• The faculty will have annual harassment
• training November 7, 2007.
• The counselors will meet with students to
• discuss various behaviors of sexual
• harassment. Sexual Harassment will be
• spotlighted as a whole group. A small group
• discussion will be conducted based upon
• need.

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Bullying Prevention

• The staff will be trained on proper bullying
  prevention
• techniques and how to recognize the early stages.
• Counselors will train students using Preventing
  Bullying
• twice a month during the 2nd six weeks and
  on-going
• throughout the year based upon the needs of the
  students.

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School Safety Plan

• Classroom Crisis Response Procedures manual
• Drills for tornado, lockdown, fire, and
  earthquake are conducted throughout the year
• Procedures and evacuation sites are posted inside
  each classroom and other various locations
• The Multi-hazard Emergency School Plan was
  submitted in December 2007
• Training will be conducted on November 7, 2007
• Plan reviewed December 5, 2007

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Monitoring Process

• SMS Chancery will be utilized to monitor and
  evaluate data every 20 day period so the team can
  manage and address all concerns of office
  referrals, hallway cafeteria behaviors
• Necessary modifications to school-wide
  discipline plan will be made accordingly
• S-Team process will be utilized to facilitate
  development of interventions for students
  exhibiting at-risk behaviors
• Mentoring for teachers of classroom management
  strategies

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Action Steps

• According to the data from the 06-07 EBS survey
• Share with all students, parents and staff
  members the expectations for this school year
• Report behavior concerns to team faculty for
  active decision making regularly
• Provide adequate professional development
• Provide training for families to receive support
  parenting strategies
• Monitor the architectural features of the school
• Involve all staff members in management of
  student behaviors
• BE CONSISTENT WITH EVERYTHING WE DO!!

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Prevention Programs

• Well Child-provide physical dental examinations
  
• Classroom Environment-organize classrooms that
  are conducive to student learning
• Morning Meeting-teach and enhance social skills,
  establishing routines daily
• No Bullying-taught by counselors along with
  Character Education when they provide classroom
  guidance. One character trait will be taught
  during the entire six weeks.

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Intervention Plan

• Daily personal greeting by the teacher
• Planned ignoring
• Signals
• Proximity
• Adjusting lesson
• Direct address
• Anticipation
• Defining limits
• Helping
• An appropriate touch
• Thinking Table

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Intervention Plan

• Teacher student Mentoring-a teacher mentors a
  student in the school not necessarily in the
  teachers classroom
• Small group sessions with the counselor or
  one-on-one
• S-Team meeting with social worker Behavioral
  Specialist, parent , classroom teacher,
  administrator, counselor
• A. Behavior Plans
• B. BIM (Behavioral Intervention Manual)

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In-School Suspension Plan

• ISS is a consequence after all steps of classroom
  and individual discipline plans have been
  unsuccessful
• Students will complete classroom assignments
• Students will reflect on the behavior that result
  in ISS placement with written assignment
  discussing ways to prevent its reoccurrence
• Group counseling and community service will be
  included
• Students will complete procedures for re-entry to
  classroom.

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Secondary Intervention Evaluation

• The following information will be used to conduct
  evaluation
• Progress charts, deficiency notice per 20 day
  period
• Parent Teacher communication (communication
  log)
• Classroom observation
• School Climate Survey
• Attendance Records
• Discipline forms per 20 day period
• IEP/Functional analysis/Behavior Intervention
  Plans
• Teacher feedback

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Tertiary Interventions

• Identify students by repeated office
  referrals/infractions and unsuccessful behavior
  plans
• Communicate with Behavioral Specialist, Social
• Worker, School Psychologist and Parent/Family
• Assessment if needed
• Success School recommendation after 3
  unsuccessful BIP
• Monitoring of Success
• Teacher, Parent Counselor feedback
• Feedback from Behavioral Specialist, Social
  Worker Psychologist
• Use of BIM

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Results

• The results so far have been positive with less
  than 15 office referrals. Hallway behavior has
  been excellent and all staff members have been
  consistent.
• Office referrals have been high within the past
  few years. Under new leadership and with a new
  vision so far referrals have been down.

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Green zone 0 1, yellow zone 2 5, red zone 6
office referrals
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
6
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
10
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
83 of Students
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Computation for Triangle

• 1. Count students with 6 office referrals
  (red zone)
• Divide by number in student body for in
  red zone
• 2. Count students with 2 5 office referrals
  (yellow zone)
• Divide by number in student body for in
  yellow zone
• 3. Count students with 1 office referral
• 4. Add together totals from 1, 2, 3 (all
  students referred) and subtract from total
  student body to get students with 0 office
  referrals
• 01 office referral (green zone)add totals from
  3 4 divide by number in student body for in
  green zone
• OR use Excel template on CD

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Celebration

• School wide
• School Dance
• Talent Show
• Picnic
• No Uniform Days
• Dunk the Principal
• Classrooms
• Pizza Party
• Ice-Cream/Sundae Celebration
• Field Trip
• Movie Day
• Fun Games Day
• Picnic

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Conclusion

• In a collaborative effort, we, the faculty of
  Treadwell Elementary School, have given careful
  consideration, undergone multiple reviews, and
  have agreed upon revisions and changes in the
  development of the Blue Ribbon Discipline Plan.
• We strongly believe the preceding document
  regarding discipline strategies and procedures
  will serve as an effective discipline plan for
  Treadwell Elementary School.
• We as a faculty are ready and willing to
  facilitate and monitor school and district wide
  discipline plans by helping to ensure integrity
  and excellence while providing leadership roles
  and assistance in implementing behavior
  interventions and programs.

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Conclusion

• We are committed to the idea that all
• children can learn and be successful in the
  learning process, especially when the environment
  is conducive to such.
• In an effort to provide such an environment, we
  take full responsibility for making our
  discipline an integral part of the learning
  process.

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Plan for Support Monitoring Striving Schools

• 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

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District PBIS Coaches

• Elementary Area 1, Academic Supt. Kevin McCarthy
• Charlotte Baucom, baucomc_at_mcsk12.net
• Elementary Area 2, Academic Supt. Virginia McNeil
• Ashley Faulk, faulka_at_mcsk12.net
• Elementary Area 3, Academic Supt. Judy Jackson
• Brady Henderson, hendersonb_at_mcsk12.net
• Middle School, Academic Supt. William Rhodes
• Ann Sharp, sharpa_at_mcsk12.net
• High School, Academic Supt. Elsie Lewis Bailey
• Carolyn Matthews, matthewscarolynt_at_mcsk12.net
• North Area Office
• 416-4240, fax[phone]
• High Priority Schools send to Area Coach and
  Academic Superintendent Dr. Roderick Richmond