No.

Strategies/Activities

Person Responsible

Start Date

End Date

1

Ensure the development of a campuswide discipline management plan.

Sonia Loskot

Shirley Dolph

8/19/19

8/23/19

Develop the campus discipline management plan.
(See Sections I, II, and III)

Sonia Loskot

Shirley Dolph

8/19/19

8/23/19

Communicate the campus discipline management plan to teachers and students.

Sonia Loskot

Shirley Dolph

9/3/19

9/6/19

Distribute the Student Code of Conduct to students, parents, and staff and solicit signature pages from each person.

Johanna Jimenez

9/9/19

9/13/19

2

Ensure the development of a classroom management plan.

Sonia Loslot

8/26/19

9/6/19

     Develop the (campus level) classroom management plan.
     (See Section IV Classroom Management Model)

Shirley Dolph

8/26/19

9/6/19

     Provide training on the classroom management plan to students and staff.

Sonia Loskot

Shirley Dolph

Johanna Jimenez

8/26/19

9/6/19

     Ensure teachers communicate expectations and classroom procedures to students.

Sonia Loskot

Shirley Dolph

8/26/19

9/6/19

3

Establish a Placement Review Committee and process.          

Sonia Loskot

Shirley Dolph

8/26/19

8/30/19

Identify the 3 member committee which consists of one (1) member selected by the principal; two (2) members selected by the campus faculty; and one (1) alternate selected by the campus faculty.

Shirley Dolph

Alfredo Puente

Charles Venable

Anne Hurlbut

8/26/19

8/30/19

Convene Placement Review (as needed) to review teacher requests to remove a student.   Ensure that request is supported by appropriate documentation which includes the disruptive classroom behavior; the teacher’s motivation strategies; notes regarding the parent conference; counseling services; behavioral interventions; and the request letter.

(Note: This process must be within the guidelines of district policy and the campus Classroom Management Plan

Shirley Dolph

Alfredo Puente

Charles Venable

Anne Hurlbut

8/26/19

5/27/20

4

Provide counseling and student support services.

Johanna Jimenez

8/26/19

5/27/20

     Deliver a character education curriculum.

Johanna Jimenez

8/26/19

5/27/20

     Deliver bullying curriculum.

Johanna Jimenez

8/26/19

5/27/20

     Deliver the anti-harassment and anti-victimization curriculum.

Johanna Jimenez

8/26/19

5/27/20

     Deliver teen dating violence prevention curriculum to students in grades 6-12.

NA

     Ensure that counselors address behavioral issues through counseling groups.

Sonia Loskot

Shirley Dolph

8/26/19

5/27/20

5

Ensure that students assigned to the DAEP and JJAEP are transitioned to the school per district guidelines.

Shirley Dolph

8/26/19

5/27/20

6

Maintain a drug free campus.

Sonia Loskot

Shirley Dolph

8/26/19

5/27/20

SECTION I:  BELIEFS ABOUT BEHAVIOR MANAGEMENT

MISSION:

Improve, maintain, and promote a safe, civil, and productive learning environment through the implementation of a schoolwide discipline management program.

DALLAS ISD GOALS:

Beliefs about student achievement:

●      Goal 1: All students will exhibit Satisfactory or above performance on State assessments. Students below Satisfactory performance will demonstrate more than one year of academic growth;

●      Goal 2: Dallas ISD schools will be the primary choice for families in the district;

●      Goal 3: The achievement gap by race, ethnicity and social economic status will be no greater than 10 percentage points on all academic measures;

●      Goal 4: 95% of students will graduate. Of the graduates, 90% have qualifying scores for community college, college, military, or industry certification;

●      Goal 5: 95% of entering kindergarten students are school-ready on a multidimensional assessment;

●      Goal 6: All students will participate in at least one extracurricular or co-curricular activity each year.

Summary statement of staff beliefs:

 1: All students will exhibit Satisfactory or above performance on State assessments. Students below Satisfactory performance will demonstrate more than one year of academic growth;

       2: Dallas ISD schools will be the primary choice for families in the district;

 3: The achievement gap by race, ethnicity and social economic status will be no greater than 10 percentage points on all academic measures;

 4: 95% of students will graduate. Of the graduates, 90% have qualifying scores for community college, college, military, or industry certification;

 5: 95% of entering kindergarten students are school-ready on a multidimensional assessment;

 6: All students will participate in at least one extracurricular or co-curricular activity each year.

GUIDELINES FOR STUDENTS’ SUCCESS:

District Core Values: (Board Policy AE Local) (Elementary/Secondary)

Campus Guidelines for Success

●      Trustworthiness

●      Responsibility

●      Respect

●      Caring

●      Citizenship

●      Fairness

●      Trustworthiness

●      Responsibility

●      Respect

●      Caring

●      Citizenship

●      Fairness

SECTION II: BEHAVIOR IN THE COMMON AREAS
(Common areas are non-classroom settings manned by more than one person such as hallways, cafeteria, restrooms, stairwells, auditorium, playgrounds, gymnasiums etc.)

GOAL STATEMENT:  All common areas are safe, civil, and productive.

HALLWAYS

Expectations for Students

Straight lines

Facing forward

Straight line

Hands at side or behind

No talking

RESTROOMS

Expectations for Students

PK-K and FLS have their own restrooms and teachers have a system in place to allow students to go to the restroom as needed.

1^st-2 Teachers take students to the restrooms as a class unless the classroom has a restroom.  If there is an emergency the teacher allows that student to go to the restroom with another student.

When students wait in line to go to the restroom independent learning (reading/math flashcards, books) activities will be provided by the teacher.

2 students are allowed to go the restroom on their own in case of an emergency.

Students will use hall passes when going to the restroom.

Students make sure that the restroom is clean.  If they notice a problem they will report to the teacher and the teacher will report to the office.

Students wash hands.

There is no talking.

CAFETERIA

Expectations for Students

Students walk into the cafeteria quietly and in straight lines.

They will sit in assigned spots.

Students eat their own food. Sharing is not allowed per compliance of health mandates.

Students may whisper when they finish eating.

Students make sure that their area is clean before leaving the table.

Students remain in the cafeteria until their teacher picks them up.

SECTION II: BEHAVIOR IN THE COMMON AREAS
(Common areas are non-classroom settings manned by more than one person such as hallways, cafeteria, restrooms, stairwells, auditorium, playgrounds, gymnasiums etc.)

GOAL STATEMENT:  All common areas are safe, civil, and productive.

PLAYGROUND

Expectation for Students

Students are to respect each other and play safely. No play fighting or inappropriate touching.

Students are to play within view of their teacher.

If a student gets hurt, they go to the teacher or teacher assistant that is supervising.

If a student has any other problem, they are to go to the teacher/teacher assistant on duty.

Students are not to engage in conversation with persons outside the fence.

AUDITORIUM

Expectation for Students

Never enter or leave a performance during a performance.

Always have your full attention on the performer/s.

Never talk during a performance unless the performer invites participation.

Feet on the floor

Hands to self

Always clap at the end of a performance.

SECTION II: BEHAVIOR IN THE COMMON AREAS
(Common areas are non-classroom settings manned by more than one person such as hallways, cafeteria, restrooms, stairwells, auditorium, playgrounds, gymnasiums etc.)

GOAL STATEMENT:  All common areas are safe, civil, and productive.

Procedures to Encourage Responsible Behavior:

●        Respect others

●       Be kind

●       Say “Thank you”

●       Say “Please”

●       Say “I’m sorry”

●       Say “Excuse me”

●       Ask “How can I help you?”

Procedures to Correct Misbehavior:

●       Quick correction

●       Acknowledge good behavior

●       One on one conversations with student  

●       Correct in private

Supervisory Procedures:

●       All students must be supervised at all times

●       No cell phones should be used while supervising students unless there is an emergency.

Procedures for Communicating Expectations to Students:

●       Teacher will go over expectations with students  

●       Counselor will go over expectations in groups or assemblies if needed

SECTION III: CAMPUSWIDE PREVENTION/INTERVENTION STRATEGIES

PROCEDURES TO CORRECT MISBEHAVIOR THAT ARE ALIGNED TO STUDENT CODE OF CONDUCT:

Level III - Mandatory and Level IV - Expellable Offenses

Record Keeping Procedures (Student Discipline System):

●        Student Discipline System

Menu of Acceptable Corrective Techniques: (View misbehavior as a teaching opportunity.)

●       See Student Code of Conduct for appropriate proactive consequences

●       Conference with student

●       Refer student to counselor

●       Restorative practice

●       Write about the behavior-what happened-what should have been done-what they will do next time

Level II - Discretionary Offenses

Record Keeping Procedures (referral form & data base):

●       Student discipline system

●       One referral for one infraction ( do not include multiple infractions from previous times)

●       Referral must be completely filled out and documentation of contact with parent should be included

●       Administrator will determine the consequences according to the student code of conduct manual.

School-wide Consequences (e.g. detention):

●       See Student Code of Conduct for appropriate consequences 

Menu of Acceptable Corrective Techniques:

●       See Student Code of Conduct for appropriate consequences/corrective techniques 

Level I Offenses

Record Keeping Procedures:

●       Student Discipline System 

●       Discretionary referrals will be handled by the principal or assistant principal

●       Referral will be kept on file

Menu of Acceptable Corrective Techniques:

●       See Student Code of Conduct for acceptable and appropriate corrective techniques  

Classroom- or Campus-based:

●       Students will abide by the campus and classroom expectations 

SECTION IV: CLASSROOM MANAGEMENT MODEL

SUMMARY OF THE MODEL (ONE PAGE DESCRIPTION, WHICH INCLUDES THE ROUTINES AND PROCEDURES SEEN IN ALL CLASSROOMS, CLASS RULES, CONSEQUENCES, AND MONTIVATION STRATEGIES):

Classroom Systems:

(This section may include information such as classroom layout, daily routines, and student expectations.)

Classroom entry procedures as have been modeled and practiced by all faculty

Give me five to call attention

Ten with a pen

Raise hands before speaking

Keep hands, feet, and objects in their places

Listen and follow instructions

Be responsible

Respect each other

Students have access to materials needed

Students know that transitions are quick

Teacher Practices:
(This section may include information that discusses classroom management practices, student engagement, student acknowledgement/praise, student discipline, and any other relevant strategies.)

Classroom entry procedures as have been modeled and practiced by all faculty

Ten with a pen

Has materials accessible to students

Teacher has practiced quick transitions for students

Teacher gives positive affirmations to students throughout the day

Teacher make connections with each student

Teacher practices with student how to work while she works with small groups