Keystone Elementary is committed to providing a challenging and meaningful learning environment that promotes academic excellence, builds strong character, and develops social awareness in order to encourage students to become responsible decision-makers and lifelong learners.
We believe that the most promising strategy for achieving the mission of Keystone Elementary begins by providing a positive, inclusive, and caring environment where educators are dedicated to continuous self improvement and to maintaining high expectations for every student.
Create a system of accurate reporting of all behaviors and consequences to SMS.
Document student attendance, including tardies and early check-outs, and provide interventions for those students with excessive absences, tardies, and or early check-outs.
Implement a school-wide behavior plan and use it consistently.
Keystone Elementary Blue Ribbon Discipline Committee Worksheet 2007-2008 Principal: Dr. Dee Weedon Assistant Principals: Mr. Alfonzo Smith Professional School Counselors: Judy Sandlin Ellen White School Psychologist: Dr. VanceStewart General Education Teachers: (also elected) Karen Vogelsang Greg Dillender MEA Representative: Carolyn Moore Special Education Teachers: Dr. Kathy Cooper Related Arts Teachers: Michelle Barger Educational Assistants / Non Certified Staff: Beverly Dawkins Community Members: Tracy Houston Parents: Inger Spikner Central Office or BOE Member: Kevin McCarthy Cafeteria Staff: Vernita Shannon Other: Karen McPherson
Meeting Schedule 20 Day Reporting Period Approximate Dates of Reporting Periods All data for period entered into system (A) Discipline Committee meeting dates (B) Faculty meeting dates to report interpretation of 20 day data (C) 1 8/13/07-9/10/07 9/14/07 9/19 2 911/07-10/10/07 10/12/07 10/17 3 10/11/07-11/7/07 11/9/07 11/14 11/28 4 11/8/07-12/10/07 12/14/07 12/19 1/9 5 12/11/07-1/23/08 1/25/08 1/30 2/6 6 1/24/08-2/21/08 2/22/08 2/27 3/5 7 2/22/08-3/28/08 4/4/08 4/9 4/16 8 3/31/08-4/25/08 5/2/08 5/7 5/14 9 4/28/08-5/23/08 5/30/08
All school personnel will be deliberate and consistent with enforcement of the MCS uniform policy.
From 8:30 - 8:45, students will be required to call a parent to bring appropriate uniform. It is not the responsibility of the school to provide uniforms for the students. Out-of-uniform students will return to the classroom for instruction.
Each out-of-uniform infraction must be written up as a minor infraction by the teacher.
Per MCS Code of Conduct the student’s conduct grade will not suffer for this infraction.
On the third out-of-uniform infraction, teacher will refer student to an administrator using a disciplinary referral.
Students who are not picked up in car lane by 3:30 will move to the hallway outside the office by the front door to sit on the floor and wait for their rides.
Students may call home, if needed, at this time.
Duty teachers will supervise the students who are not picked up by 3:30. Parents must come into the building and sign-out their children using the Late Student Pick-up Notebook. Duty teachers may rotate this duty.
No teacher may leave prior to 3:30 without administrative approval.
When developing classroom rules, teachers should always:
Be Proactive – Structure classrooms for academic success - means having efficient routines, focused instruction, clear rules and expectations, direct teaching of expectations, and frequent monitoring.
Be Positive – Strive to interact frequently with each student providing non-contingent attention - acknowledgement and positive recognition when students are behaving appropriately. No yelling, no arguing, no humiliating, no sarcasm, no exception!
Teach – View incidents of misbehavior as teaching opportunities and calmly and consistently implement appropriate corrective consequences.
Every teacher must have a plan for all procedures that take place during the day – students asking for help, working in cooperative groups, turning in homework, getting up from seat, heading your paper, writing assignment protocol, lining up, unpacking/packing book bags, etc.
Procedures will be taught, modeled, and reinforced the first six weeks of school and on an as-needed basis.
School Procedures - Behavior Minor Infractions
MIRs are filled out only after:
You have verbally corrected or re-directed the student.
You have had a private warning conference with the student identifying the specific behavior, that it is a problem and how it violates the classroom and/or the school rules.
You have used logical classroom consequences (time out, loss of free time, moving a conduct marker, loss of leadership privileges, written apology, using a buddy teacher, etc.).
If the behavior continues and a 2 nd MIR is written, ask for a parent conference.
Make the conference short and to the point.
Stay focused on the specific misbehavior.
Make a phone call if a conference is not possible. Record in contact log.
Consult with the School Counselor.
Use the Behavior Intervention Manual.
Be able to document the interventions you have tried from this source as well as other interventions, consultations, and conferences. This will be required information when sending a student to the office after the 3 rd MIR is written.
School Procedures - Behavior Discipline Referrals - Major Infractions
A completely filled out Disciplinary Referral form MUST accompany any student sent to the office for a major infraction of school policies. Use flow chart to determine major infraction, if necessary.
Complete and submit Disciplinary Referral – Level should be appropriately coded based on MCS Student Code of Conduct .
Submit student statement (dated and signed by student) that will become part of the Disciplinary Referral. This does not have to be written on the Disciplinary Referral; a sheet of notebook paper will do.
Submit Student Folder with Disciplinary Referral – (contains all disciplinary information – notes to/from parents/teacher, late-to-class passes, minor infraction reports, previous disciplinary referral forms, other pertinent information)
Administrator will address the situation and the teacher will receive a copy of the MCS Disciplinary Referral Form with administrator’s action taken.
Tertiary intervention requires a personalized and flexible program which is
focused on the individual and the specific circumstances related to him/her.
Before beginning this level of intervention, a Functional Behavior Assessment must be done. The Behavior Intervention Plan should be overseen by an individual support person who is working with the student to provide options for the child to use new skills as a replacement for problem behaviors.
There must be rearrangement of the antecedent environment so that problems can be prevented and new behaviors encouraged.
A safety plan should be part of the BIP. Students must have a place to go and re-group before returning to regular educational setting. Teachers must release students as necessary for this purpose. Activities and behaviors during “down” time must be documented and measurable in it’s approach to re-training.
Tertiary intervention should be used with students who have on-going educational disruptions due to out of school suspensions (after 5 days), or if the student’s behavior is resulting in extended absences from the educational setting (ISS, extended time out, etc.).
Consequences should promote positive behaviors and deter problems. Specify both goals and consequences according to the individual.