School:  Blue Angels Elementary

School Year:  2009-2010

Date of Plan: 7/30/2009

Note:  Please refer to the Guidelines for Developing a School-wide Behavior Management Plan for instructions and recommendations.

Name of Team Member:

1.  Karen Montgomery

2.  Barbara Quarells

3.  Joyce Yaden

4.  Yvette Monish

5.  Pamela Lane

6.  Pat Carlson

7.  Kim Taliaferro

8.  Natalie Russo

Role (Principal, Teacher, Parent, etc.)

1.  Principal

2.  Assistant Principal

3.  Guidance Counselor

4.  Teacher

5.  Teacher

6.  Teacher

7.  Teacher

8.  Parent

Behavioral Mission Statement:

The mission of Blue Angels Elementary School is to promote joy in lerning in a positive, safe, child-centered enviornment.  Our behavioral mission is to utilize the togetherness of the community in working toward the school's mission.  The school community includes students, parents, teachers, administrators, Partners in Education, family members, friends, and others who care about the education of children.

Previous School Year 2008-2009

Number of Office Discipline Referrals (ODR)

Number of Students with ODR

Number of Bus Referrals

Number of Incidents of Out-of-School Suspension (OSS)

Number of Students with OSS

(Duplicated Count)

Number of Incidents of In-School Suspension (ISS)

286

128

39

29

Average Daily Attendance

(ADA)

Bullying Prevention

Percent of Students Trained

Percent of Staff Trained

95

 1.Out-of-School Suspensions

The percentage of out of school suspensions will decrease by 1% over the 2009-2010 school year as compared to the 2008-2009 school year.

 2.Attendance

The average daily attendance will increase by 1% over the 2009-2010 school year as compared to the 2008-2009 school year.

 3.Bullying

Ninety-five percent of students will receive training on bullying prevention by Oct. 2, 2009.

• Other

• Other

List 3-5 school-wide expectations.

Students will be safe, respectful, responsible, and listen well

Rules/

Expectations

Setting:

Cafeteria

Setting:

Hall

Setting:

Restroom

Setting:

Dismissal

Be Safe

Walk in a single line, facing front.  Remain seated. Keep your food to yourself.

Walk facing forward. Stay to the right, except when directed otherwise.

Wash you hands. Walk carefully; especially when water is on the floor.

Walk at all times, with assigned group, where you are supposed to go.

Give Respect

Keep your hands, feet and objects to yourself.

Stop at hall ends.  Yield to right. Let the class pass

Give others privacy.

Follow dismissal plan.

Be Responsible

Clean your area. Push in chair

Use silent signals to help others

Throw paper in the trash;  keep the floor clean.

Be where you are supposed to be and on time.

Listen Well

Use quiet voice, follow directions

Voices off and ears on

Use quiet voice; follow directions.

Follow adult directions.

Note:  All classroom management systems and rules should be aligned with the school-wide expectations.

How will your school introduce the school-wide expectations and rules to all of your students and staff?

Pre-planning; faculty meetings; Closed-circuit TV; assemblies; videos; and flyers

During the school year, what activities will your school implement to encourage on-going direct instruction of the school-wide expectations and rules?

Closed-circuit TV; school/teacher developed lesson plans

How can your school embed the expectations and rules into the daily curriculum?

- Language arts and reading:  Discuss characters in a novel and how certain characters demonstrated examples and non-examples of school-wide expectations.  Have students write the story with the character demonstrating a school-wide expectation.  

- Math and science:  Have students collect frequency counts on specific behaviors and graph their results.

- Special areas:  have a poster contest for displaying school-wide expectations and/or rules.- Writing:  Practice FCAT writing prompts allowing students to describe the school-wide expectations and what they mean.

How do you plan to provide refresher training on expectations and rules to staff and students in your school?

Refresher training will be provided every nine weeks. New students and staff will receive handouts and information through the guidance counselor.

What type of reward system will you use?

Types of rewards:  Token economy, drawings, certificates, awards, activities, school store.  Rewards will vary to maintain student interest.

Describe the behaviors for which you will reward or recognize students.

Students are recognized when they: make an extra effort to be safe and/or keep other students safe with words or actions; go an entire day showing respect for adults and peers; demonstrate responsibility by taking care of their own needs and surroundings; listen to adults and do as they are told without hesitation.

How will you implement the reward system?

Teachers will give students tokens on a random basis when they observe students exhitbiting perferred behaviors consistently while in the hall(s), cafeteria, restroom(s), and during dismissal.  The teacher will then provide rewards (certificates, activities, drawings of items from the school store, etc.) to the students that have received the most tokens at the end of the week. The teacher will collect all tokens and put them in a token box.  At the end of the month, the teachers will turn in all tokens for the class to the guidance counselor or assistant principal who will in turn give the winning class (class that earned the most tokens during the month) at each grade level a reward (popsicle party, ice cream party, dance/music break, etc.

What intervention strategies will your school use to prevent behavior that results in discipline referrals and out-of-school suspensions?

- Verbal warnings - restating expectations - redirection - problem solving - behavior contracts - restitution - loss of priveleges - parent involvement - time out in the classroom or another teacher's classroom -  peer mediation - change in environment - perferred seating - communication with family - referral to guidance - home time out

Describe your discipline referral process.

Teachers will contact parents when a student misbehaves.  The first three times the student misbehaves, the teacher will conference with the student outside the classroom, calling the parent each time.  After parental contact for the third time, the teacher will give the student time-out within the classroom and call the parent.  If the misbehavior continues, the teacher will send the student to another classroom (buddy teacher) for a more restrictive time-out and call the parent. By then, there have been a minimum of five phone calls to the parent and the teacher contacts the guidance counselor regarding the student (email or hand written) who in turn will conference with the student and parent (6th call).  If inappropriate behavior continues, the teacher writes a referral and calls for an administrator to assist. Parents will be asked to come to the school along with the student receiving the most appropriate consequence (behavior contract, parent involvement, peer mediation, home-time-out, etc.) for the infraction.  The data specialits will enter the results in TERMS.

 Documentation Sheet

What are the consequences or disciplinary actions that are used in your school?

Time-out in the classroom; time-out in another teacher's classroom; conference with the student; contact parents; bus suspension, restitution; referral to guidance; counseling, home time out

For Middle or High Schools:

How do the adjudication guidelines complement your disciplinary procedures?

N/A

Describe any training needs, material needs, and/or environmental arrangements necessary to implement your school-wide behavior management plan.

Tokens, unified behavior log, behavior contract, peer mediation log, selection of peer mediators, training of peer mediators

Describe how your school will train all faculty and staff on your school-wide behavior management plan.

Faculty and staff will be trained during pre-planning.  Training will include a review of the school-wide behavior management plan, referral process, expectations and rules, teaching expectations, disciplinary procedures and the reward system.

What school-wide routines and procedures will be implemented by all faculty and staff to facilitate your school-wide behavior management plan?

Individual classroom behavior system in conjunction with the school-wide behavior management plan; teachers will walk with students to and from class during all transitions; students will walk on the right side of the hallway at all times without talking or running; students will remain respectful to adults and peers and refrain from sharing food in the cafeteria

How will you achieve and maintain faculty and staff buy-in to your school’s plan?

The faculty and staff will have the opportunity to give input before the school-wide behavior management plan is finalized.  The plan is fluid and can be tweeked at any time throughout the school year.

Describe how you will monitor the implementation of your school-wide behavior management plan. 

The school-wide behavior management team will provide surveys for teachers to complete at least once each nine weeks to assure we are meeting the needs of teachers and students.  A comment box will be provided for faculty and staff in both lounge areas and will be checked weekly so that needs are met as soon as possible.

Your school-wide behavior team should meet to review data and discuss concerns or revisions to your school-wide behavior management plan once every grading period.  Describe when you plan to meet (days, location, and time) throughout the school year.

The team will meet on the following Mondays, in the Administrative conference room, at 2:15 PM:  September 21, 2009; November 23, 2009; February 22, 2010; May 29, 2010 (End-of-Year Progress Monitoring Report)

You are expected to continuously monitor the number of office discipline referrals, the number of bus referrals, the number of students with office referrals, the number of incidents of in-school suspension, number of incidents of out-of-school suspension, number of students with out-of-school suspension, Average Daily Attendance, and the percent of students and staff trained in bully prevention.  What other data or outcomes will your school use for continuous monitoring of your school-wide behavior management plan?

Number of parent conferences and other parental contact of students with referrals, time lapse between referrals for individual students

How will your school collect the data and outcomes for analysis during team meetings?

Refer to behavior management forms and/or referrals given to administrators; retrieve TERMS data

How will your school document your school-wide behavior team meetings and communicate the data and outcomes to your faculty, staff, and other stakeholders?

Faculty meetings and newsletters

Settings and Expected Behaviors

Rules/

Expectations

Cafeteria

Hall

Restroom

Dismissal

Be Safe

Walk single file facing forward, Keep all food to self without sharing, Stay seated

Walk facing forward, Stay to the right except when directed otherwise

Wash your hands, Walk carefully

Walk, Stay with your assigned group, Know where you are supposed to go

Give respect

Keep hand, feet and objects to self

Stop at intersections, Yield to the right, Let entire class move forward

Give others privacy

Follow dismissal plan

Be Responsible

Clean your area, Push chair in

Use silent signals to help others

Paper towels in trash, keep floor clean

Be where you are supposed to be and on time

Listen Well

Use quiet voice, Follow adult directions

Voices off, Ears on

Use quiet voice, follow adult directions

Follow adult directions

Expectation Taught:  Safe, Respectful & Responsible

Location:  Hallway

SETTING RULES (aligned with expectations):

Safe: Walk. Keep your hands and feet to self. Be alert.

Respectful: Use whisper voices. Walk facing forward. Keep your hands at your sides.

Responsible: Focus on where you are going. Be on time.

Rationale:  Allow students to move safely and quickly through halls with minimum disruption

Behaviors to be Demonstrated:

1.  Hands at your side

2.  Walking face forward

3.  Whisper voices

4.  Be alert

Presentation:

Introduction: Explain reasons to walk safely, responsibly in the hallways.

Demonstrate:  Two staff will demonstrate RIGHT way to move in halls.  Then they will demonstrate WRONG way to walk in halls.  Then two staff and two students demonstrate RIGHT way. 

Practice:  This practice will be rotated through whole group

Reinforcement:  Verbal praise and earning tickets

Follow-up Plan:  Signs, re-teach, reminders

Materials Needed:  staff/students, tickets