1. SCHOOL NAME: West Jefferson High School
Verification of Implementation of the
Positive Behavior Interventions and Supports Process (PBIS)
for Inclusion in the Monitoring Report
for the Corrective Action Plan (CAP)
2011-2012
To demonstrate compliance with the CAP as it pertains to PBIS, all schools will have to
demonstrate verification of PBIS implementation by providing the following information to the
School Safety & Discipline Office by the date indicated.
Each report should include the following Critical Elements and their Benchmarks of Quality:
CHECK LIST OF ITEMS TO BE INCLUDED IN PBIS IMPLEMENTATION PLAN
Mission Statement (benchmark 4)
List of PBIS Team Members (benchmark 1-3)
Faculty Commitment (benchmark 5-7)
Effective Procedures for Dealing with Discipline (benchmark 8-14)
Data Entry & Analysis Plan Established (benchmark 15-19)
Expectations & Rules Developed (benchmark 20-24)
Reward/Recognition Program Established (benchmark 25-32)
Lesson Plans for Teaching Expectations/Rules (benchmark 33-38)
Implementation Plan (benchmark 39-45)
Crisis Plan (benchmark 46-48) – DO NOT INCLUDE IN PBIS PLAN - Emergency
Management Plan that was submitted on September 1, 2011 to School Safety and Discipline
Office (include Verification Form only)
Evaluation (benchmark 49-53) (See attached Louisiana School-Wide Benchmarks of
Quality.)
The School Master Plan for Discipline Forms (2) must be completed and included in your
PBIS Implementation Plan
Verification for Required Attached Documents for PBIS Model Master Plan 2011-2012
Form
Implementation Plan, Model Master Plan and this checklist are due November 11, 2011
(Due for Technical Assistance schools on October 14, 2011)
Please forward ONE hard copy of the report via pony to the School Safety & Discipline
Office by the appropriate date to the attention of Carol Mancuso c/o Shannon Cummings.
Please keep a copy on file in your school office and copies available for your PBIS Team and
faculty. The report will be kept on file at our office as part of the CAP Monitoring Plan.
Thank you for all you do to keep our schools a safe place for our students to learn.
PLEASE INCLUDE A COPY OF THIS CHECK LIST WITH YOUR PLAN
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2. VERIFICATION FOR
REQUIRED ATTTACHED DOCUMENTS FOR
PBIS MODEL MASTER PLAN
2011-2012
SCHOOL
PBIS TEAM LEADER
PRINCIPAL
DATE
_______A copy of the Emergency Management Plans has been placed
in every Teacher Emergency Kit which has been strategically placed in
each classroom.
Date
_______ A copy of the Emergency Management Plan has been
sent to the School Safety and Discipline Office.
Date
_______ A copy of the SIP is available at school site for review.
Date
Principal’s signature
The PBIS Model Master Plan requires the School Improvement Plan (SIP) and
Crisis Plan. This verification form assures that a copy of each plan is on file and
available for review at your school.
This form is to be submitted with PBIS Implementation Plan.
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3. Mission Statement
School Vision
Students will leave WJHS college and career ready and will become stewards and leaders in our
community.
School Mission
In partnership with families and the community, WJHS will:
o provide safe and supportive learning environments
o present engaging, relevant, rigorous, and technologically rich educational experiences
o ensure the success of every student
School Motto
I am a BUC.
When I am RESPECTFUL, RESPONSIBLE, PERSISTANT and CONFIDENT,
I have the POWER to succeed.
I WILL SUCCEED.
I am a BUC.
SWPBIS Mission
Research and implement interventions grounded in data so that teachers can teach, students can learn
and every member of the school community feels valued and respected.

4. SWPBIS Team Members
Larry Savery
Assistant Principal
Team Leader
Secretary
Data Manager
Team Member
Team Member
Team Member
Team Member
Team Member
Team Member
Team Member
Team Member

5. Faculty Commitment
During a professional learning community meeting, Larry Savery, the Assistant Principal for Student
Services, led faculty members in constructing their 3-5 positively stated classroom rules. These rules
were aligned with the SWPBIS expectations but grounded in what the teachers thought were the main
problems in their classroom. The teachers also thought of their 4 step consequence ladder, with the
referral being the result of the 4th minor infraction. Lastly, they thought of their rewards and incentives.
These rules, consequences and incentives were posted in every classroom and checked for compliance
by the Student Services office. In addition, teachers were required to modify the Minor Infraction Form
with their rules on it so that they were clearly implementing their rules and using them to manage their
classroom.
INSERT DATES AND SLIDES FROM PROFESSIONAL DEVELOPMENT

6. Effective Procedures for Dealing with Discipline
The faculty and staff will be provided with staff development on the discipline process. Procedures for
handling both minor and major infractions will be outline and/or discussed during staff development,
professional learning communities, and in the faculty handbook. Faculty and staff will be informed of the
procedure for documenting infractions during staff development meetings and through faculty memos.
Discipline referrals will include name, date, time, grade, location, referring staff member, race, special
education or regular education classification, problem behavior, motivation, others involved, and
administrative action.
The faculty handbook will include information about both minor and major infractions and their
consequences. These infractions will be defined and discussed during faculty and professional learning
community meetings. Appropriate responses to behaviors will be discussed.
Insert blank copy of the referral
Minor Infractions Major Infractions
• Willful disobedience • Willful and disrespectful disobedience
• Refusal to provide identification/name • Physical abuse of school personnel
• Class or campus disturbance • Threatening school personnel
• Name-calling/taunting • Indecent behavior/inappropriate touching
• Profanity, obscenity (verbal or written), abusive • Threatening or intimidating students
or disrespectful language • Hitting, pushing, shoving, kicking, biting or any
• Entering/leaving through wrong gate physical abuse of students
• Forgery/cheating • Fighting
• Pushing or shoving • Body injury to student
• Running in the hallway • Stealing or possession of stolen property
• Eating without permission • Possession, display or use of matches, lighters,
• Sleeping tobacco
• Talking without permission • Possession, display or use of weapons
• Uniform violations • Possession or display of weapon facsimiles
• Yelling, screaming or loud talking in building • Possession, display or use of drugs, alcohol or
• Failure to submit homework inhalants
• Tardiness to school • Possession, display or use of fireworks or
explosives
• Blackmail or extortion
• Vandalism at school or school functions
• Damage to school property
• Refusal to provide identification/name
• Leaving class without permission
• Leaving campus/truancy/trespassing
• In an unauthorized area without permission
• Misrepresents facts or makes false statements
• Major class or campus disturbance
• Name-calling and taunting
• Bullying
• Forgery/cheating
• Unwanted physical contact with another student
• Instigating arguments or fights through gossip,
taunting or teasing
• Repeated uniform violations
• Possession or use of a cell phone/electronic device
• Circumventing testing procedures
• Repeated tardiness to school

8. Data Entry and Analysis Plan
Whenever possible, data concerning infractions will be entered within two days of the occurrence. At a
minimum, information will be entered weekly. Minor infractions will be submitted using the “Classroom
Intervention Form.” Upon the fourth minor infraction, a referral will be written.
Monthly reports will be printed and analyzed during monthly SWPBIS meetings. Information from the
reports will be included in faculty notes and distributed during professional learning community meetings.

9. Expectations and Rules Developed
Be There
Be in the designated area, at the designated time – physically and mentally.
Understand Your Purpose
Understand what is expected of you while in that area.
Choose Your Attitude
Complete your business with the appropriate attitude.
Succeed
When you are there, understand your purpose and choose the right attitude – you succeed by learning
and not receiving negative consequences.

10. Space Be There Understand Your Choose Your
Purpose Attitude
Classroom • Be on time • Give 100% • Be patient with the
• Have all supplies • Take charge of your needs of others
needed own education • Be respectful to
• Pay attention to the • Actively and yourself and others
lesson appropriately • Maintain a positive
• Contribute to the participate attitude
lesson • Know your objective • Pay attention
Office • Stay in waiting area • Sign in and sign out of • Quietly and respectfully
• Present your ID office complete your business
• Uniform in tact • Line up in orderly
fashion
• Respect time of office
staff
Bathroom • Only go during • Quickly complete your • Act maturely and
designated times business responsibly
• Have your pass • Maintain hygiene
Cafeteria • Only at lunch during • Clean your table • Speak in appropriate
Succeed
designated time • Think about what you’re voice
• Stay at your place in eating • Socialize responsibly
line • Pause and recharge • Restore order to your
• Present your lunch eating space
number
Hallway • Only at transition or with • Report quickly to your • Respond respectfully to
a pass destination others
• ID properly displayed • Get to class on time • Use appropriate volume
• Walk at a steady pace • Honor the space of • Smile
• Be in appropriate others • Be mature
hallway • Have your agenda with
• Listen for instructions you at all times
Health • Have proper pass • Healthy students are • Ask politely
Center • Get there in a timely attentive students • Be honest and up front
fashion • Go only when you have about your needs
• Return promptly to class to go
• Non-emergencies may
be rescheduled
Library • Follow sign-in • Be respectful of others • Act responsibly by
procedures • Academic use only returning materials on
• Only go with designated • Use materials for time
class or with signed intended purposes
agenda • Respect others and
• On your own, you can resources
go before school, during • Ask for assistance when
lunch or after school necessary
Faculty • Be on time • Submit to administration • Be concerned
• Be at door and present to students • Encourage achievement
• Get students moving engaging, rigorous and • Keep students
technology rich lessons motivated
• Get your students
involved
• Overcome obstacles
• Set goals
Gym • • •
Auditorium • • •

11. Reward and Recognition Program Established
Buc Bucks
Buc Bucks are green tickets for students who demonstrate BUCS expectations. Students can do two
things with them: 1) Turn them into the office for daily drawings or 2) Hold on to them and spend them in
the SWPBIS store for items determined by the team. These items include school t-shirts or spirit gear, the
rights to a bulletin board for 1 week, or lunch for the student and 5 friends.
10 Minutes Early to Lunch
These passes are given to students who go above and beyond and live the expectations. It allows
students to leave their 3rd period class with their teacher’s permission to go to lunch early. These are also
used for students who are Student of the Week.
Blue Jeans Day
These passes are given to students who go above and beyond and live the expectations. It allows
students to wear jeans that are not too baggy or too tight. These are also used for students who are
Student of the Week.
T-Shirt Day
These passes are given to students who go above and beyond and live the expectations. It allows
students to wear an appropriate t-shirt to school. These are also used for students who are Student of the
Week.
Free Concession Item
These passes are given to students who go above and beyond and live the expectations. It allows
students to receive one item that is $2 or less from the school concession stand. These are also used for
students who are Student of the Week.
Front of the Lunch Line
These passes are given to students who go above and beyond and live the expectations. It allows
students to skip the lunch line in the cafeteria. These are also used for students who are Student of the
Week.
Sweet Treats
These passes were used for students with perfect attendance for the entire semester. The entire faculty
made baked goods for the students and these passes allowed students to obtain several snacks on a
particular day during lunch.
Here On Time (HOT)
Students are to class on time are rewarded with HOT rewards. These HOT rewards come in the form of
hot chips, fireball candy or spicy treats. These days are determined by the team and not told to students
so they are not expected.
Fresh
Students who are in full uniform are rewarded with a FRESH reward. The FRESH reward comes in the
form of a mint. These days are determined by the team and not told to students so they are not expected.
Student of the Week
Teachers submit two students for the Student of the Week by Friday. On Tuesday they are given
certificates for their students. Two students from every grade level are chosen to be the spotlight student
of the week and are given additional incentives and have their name on the Student of the Week bulletin
board.

19. Lesson Plans for Teaching Rules and Expectations
Students will learn the expectations through a series of videos that were created by team members and
their students. The videos focus on particular areas, including the library, hallway and offices. These
public areas seem to be the most confusing. Teachers will also model the behaviors expected in their
classrooms through their individual classroom management plans.
The Advisory classroom will also provide an avenue for ancillary topics to be discussed. These include:
dealing with grief, handling conflict respectfully, planning for the future, de-escalation, self-esteem, action
planning for multiple tasks, etc. While these sessions do not directly deal with expectations, there is no
doubt that the behaviors discussed will directly impact the SWPBIS expectations.

20. Implementation Plan
CALENDAR.
WHAT WAS DONE MONTH BY MONTH FOR SWPBIS

21. Crisis Plan
The Crisis Plan is on file in the main office.

22. Evaluation
Information will be gathered and analyzed about the SWPBIS program through staff and student surveys
and focus groups. An analysis of data will be made at the end of each year to determine if discipline
documentation was appropriate and if the staff and faculty used the reinforcement system appropriately.
An analysis of all monthly reports will be made by the SWPBIS team and the outcomes will be used in
future planning. In addition, monthly meetings with the principal and SWPBIS team leader will ensure that
school and team priorities are aligned.
INCLUDE BENCHMARKS OF QUALITY FINALIZED

23. The School Master Plan for Discipline
Positive Behavior Intervention Support
In order to assure classroom management using positive behavioral supports and effective disciplinary
tools, WEST JEFFERSON HIGH SCHOOL will identify data-driven academic, career and technical,
discipline/behavioral performance results in the School Improvement Plan (SIP). WEST JEFFERSON HIGH
SCHOOL will establish and use a school-based leadership team to meet on a regularly scheduled basis to
review data and guide the positive behavior process. This leadership team shall, to the extent possible,
include representatives of the school administration, both regular and special education teachers,
parents, guidance counselors, and school bus operators (It may also include other groups, e.g., food
services workers).
The leadership team will use a decision-making process utilizing a data-management system that allows
graphical representation of discipline issues. Said data system will permit regular and efficient monitoring
and evaluation of the effectiveness of the implementation of a school-wide system of discipline. School
data collection shall include, but not be limited to, average referrals per day per month, referrals by
problem behavior, referrals by location, referrals by time, referrals by student, referrals by staff, individual
student report by month and by year, and referrals by grade level. Environmental changes may be made
as indicated by data. For instance, increased monitoring, schedule changes, or changes in recess
structure may help to alleviate congestion or over- crowding at certain times during the day.
Leadership Team is fully implementing the requirements of R.S. 17:252(D), as required by the provisions
of Act 136 enacted by the 2010 Regular Session of the Louisiana Legislature (as contained in its Master
Plan for Discipline Worksheet attached).
Leadership Team is ensuring that the school affords itself the opportunity to have all applicable personnel,
including classroom teachers, participate in classroom management courses required by Act 136 (as
contained in its Master Plan for Discipline Worksheet attached).
The team will uniformly use the two BESE-approved forms, i.e., “School Behavior Report Form” and
“School Bus Behavior Report Form,” to report incidents of alleged discipline violations. The referral
system will be utilized consistently and appropriately.
The leadership team will review and revise any Zero Tolerance Policy of WEST JEFFERSON HIGH SCHOOL to
ensure that the policy is in compliance with R. S. 17:416.15; the policy does not violate R. S. 17:416 (H)
which prohibits disciplinary action against any pupil reasonably acting in self-defense; and that
inappropriate referrals are not made to agencies serving children.
The leadership team will review and revise its policies and procedures for handling suspensions and
expulsions at WEST JEFFERSON HIGH SCHOOL to ensure that suspension/expulsion policies are consistent with
R. S. 17.416; suspension/expulsion policies are consistently and fairly executed; and alternative
interventions, consistent with best theory and practice, to suspensions/expulsions are used including, but
not be limited to, counseling, conflict resolution, social and family responsibility, peer mediation, and
stress and/or anger management.
The leadership team will make referrals, as appropriate, to Alternative Education Programs that are
designed to offer variations of traditional instructional programs, as well as strategies for the purpose of
increasing the likelihood that students who are unmotivated or unsuccessful in traditional programs, or are
disruptive in the traditional school environment, remain in and be successful in school.
The leadership team will review the current Code of Student Conduct of WEST JEFFERSON HIGH SCHOOL to
assure that it is in compliance with R.S.17:416.12, R.S. 17:416.13 and Section 4114 of the No Child Left
Behind Act of 2001 (NCLB). They will refine consequences to create a reward/incentives program for
positive student and teacher behavior and ensure the delivery of consistent reinforcement. The team will
define consequences for rule violations that are clear, reasonable, and consistently enforced and which
support maximum time in instruction.

24. The leadership team will monitor, evaluate and modify the school master plan, as needed, throughout the
school year.
WEST JEFFERSON HIGH SCHOOL adopts the following clearly defined behavioral expectations in these five
(can be less) basic rules. (Keep them simple and positive, e.g., "Keep your hands to yourself.” "Respect
others." "Be kind.")
1. Be There
2. Understand Your Purpose
3. Choose Your Attitude
4. Succeed
These rules shall be posted in prominent places around the school site, e.g., hallways, cafeterias,
gymnasiums, and classrooms. These rules shall be provided to parents and shall be known by all
students and school staff.
Each teacher at WEST JEFFERSON HIGH SCHOOL shall develop lesson plans and teach expectations across
each school setting by providing direct instruction on expected behaviors at the beginning of the school
year and reinforced throughout the year for all students.
WEST JEFFERSON HIGH SCHOOL shall design programs for students with special needs so that the students
are challenged and engaged in school curriculum, and are appropriately placed so they remain in school
rather than being suspended/expelled or becoming drop-outs.
The principal of WEST JEFFERSON HIGH SCHOOL shall submit annual reports to the district’s Discipline
Policy Review Committee.
Safe School Planning
WEST JEFFERSON HIGH SCHOOL has established and shall maintain grade-appropriate programs of alcohol,
drug and substance prevention, education, information and counseling as provided in R.S. 17:404.
WEST JEFFERSON HIGH SCHOOL has established a plan, in accordance with Sec. 4114, of the No Child Left
Behind Act of 2001, for keeping the school safe and drug-free that includes appropriate and effective
school discipline policies that prohibit disorderly conduct, the illegal possession of weapons, and the
illegal use, possession, distribution, and sale of tobacco, alcohol, and/or other drugs; has established
security procedures at school and while students are on the way to and from school; has established
prevention activities that are designed to create and maintain safe, disciplined, and drug-free
environments; has established a crisis management plan for responding to violent or traumatic incidents
on school grounds; and has established a Code of Student Conduct (and as also required by R.S.
17:416.12 and R.S. 17:416.13) for all students that clearly states the responsibilities of students,
teachers, and administrators in maintaining a classroom environment that allows a teacher to
communicate effectively with all students in the class; allows all students in the class to learn; allows all
students and school employees to be treated respectfully; has consequences that are fair and
developmentally appropriate; considers the student and the circumstances of the situation; and, is
enforced accordingly.

25. Parental and Community Involvement
WEST JEFFERSON HIGH SCHOOL is committed to parental involvement and family strengthening. As set
forth in R. S. 17:406.1, effective approaches to involving families more fully as partners in the process of
their children’s learning require the participation and coordination of numerous state and local, public and
private agencies shall be encouraged WEST JEFFERSON HIGH SCHOOL shall seek to make connections
through a variety of local and culturally sensitive methods to facilitate parents/family members/access to
local/regional family strengthening programs available in the community. (Programs can be specifically
identified, as applicable, e.g., Families Helping Families, Regional Family Resource centers, Parent
Information Resource Center, Families In Need of Services [FINs] programs and other family
strengthening programs exhibiting peer to peer support systems and positive mental health initiatives).
WEST JEFFERSON HIGH SCHOOL shall seek training to facilitate mutual understanding of research-based
practices promoting positive relationships between parents, LEA personnel and community service
providers.
WEST JEFFERSON HIGH SCHOOL shall seek to identify the mental health needs of its students and match
those needs with available local resources including public, nonpublic and/or volunteer organizations
(These can be specified to the extent possible). Pending inclusion of mental health services in the
Medicaid Health Services Program (School-Based), the availability of mental health services will be
expanded in WEST JEFFERSON HIGH SCHOOL.
Inter-Agency Cooperation
WEST JEFFERSON HIGH SCHOOL shall seek to improve communication, coordination and collaboration
between schools and agencies serving children; shall foster cooperation regarding the sharing of data
about children, youth and families involved agencies serving children; and shall work in cooperation with
other schools/districts/communities/regional planning boards to facilitate the successful re-entry and
transition of youth formerly in state custody into their diverse school/community settings in order to
encourage the continuation of education and their access to other needed services in order to prevent
recidivism.
Student Records
WEST JEFFERSON HIGH SCHOOL shall provide for the transfer of student education records upon written
request of any authorized person on behalf of an education facility operated within any correctional or
health facility or, for children in the custody of the state, an education facility operated within any other
state approved facility, whether within or outside the state of Louisiana, where such student has become
enrolled or is seeking enrollment. The transfer of such records, whether by mail or otherwise, shall occur
not later than 10 business days from the date of receipt of the written request. If the student has been
expelled, the transferred records shall include the dates of the expulsion and the reason(s) for which the
student was expelled.
No education record of any student may be withheld as the result of lack of payment of any fine, debt, or
other outstanding obligation.
A student or his or her parent(s) may inspect the education record of that in accordance with the federal
Family Education Rights and Privacy Act.
Any student seeking admission to WEST JEFFERSON HIGH SCHOOL who has been suspended or expelled
from any public or nonpublic school within or outside the state of Louisiana shall provide information on
the dates of any suspensions or expulsions and the reason or reasons for which the student was
suspended or expelled.
Visiting Teacher/ Child Welfare and Attendance Supervisor/Families in Need of Services (FINS)
Officer

26. It is the duty of all staff at WEST JEFFERSON HIGH SCHOOL to cooperate fully with the visiting teachers, or
supervisors of child welfare and attendance. WEST JEFFERSON HIGH SCHOOL shall make available to
visiting teachers, or supervisors of child welfare and attendance, FINS officers, and Truancy Assessment
and Service Centers such information as will assist them in promoting the regular attendance and school
adjustment of these children.
[For schools/programs housing children in state custody: It is the duty of the principals, superintendents,
or heads of the training and correctional schools to notify the visiting teachers, or supervisors of child
welfare and attendance, and FINS officer (if applicable) when a child is to be released and/or returned to
a parish.]
Visiting teachers, or supervisors of child welfare and attendance (pursuant to R. S. 17:235), and FINS
officers, shall cooperate fully with the state departments of social services, labor, and health and
hospitals, and with other state and local agencies, including interchange of confidential and privileged
information; cooperate fully with juvenile and family court authorities, training and correctional schools,
law enforcement officers; and make such referrals and conduct such investigations as seem necessary
for the enforcement of school attendance laws, including interchange of confidential and privileged
information.
Statements of compliance
Each homeroom teacher of students in grades 4-12 shall, on the first day of school each school year,
provide information to and answer any questions from students relative to the statement of compliance as
provided by JEFFERSON PARISH PUBLIC SCHOOLS BOARD.
Each parent/guardian of each student in grades 4-12 shall sign a statement of compliance committing to
do all of the following: ensure that his child attends school daily, except for school absences; ensure that
his child arrives at school on time each day; ensure that his child completes all required homework
assignments; and attend all required parent and teacher or parent and principal conferences.
__________________________________ __________________________________
Dr. Christine Templet Larry Savery
Principal Assistant Principal
__________________________________ __________________________________
Leadership Team Member Leadership Team Member
__________________________________ __________________________________
Leadership Team Member Leadership Team Member
__________________________________ __________________________________
Leadership Team Member Leadership Team Member
__________________________________ __________________________________
Leadership Team Member Leadership Team Member

27. __________________________________ __________________________________
Leadership Team Member Leadership Team Member
__________________________________ __________________________________
Leadership Team Member Leadership Team Member

28. This worksheet and accompanying documentation should be kept on file with a copy of the
School Master Plan for Discipline and the Student Handbook for purposes of review or
monitoring.
A. School-Based Leadership Team Membership: (Complete Chart Below or Attach List)
Member’s Name Member’s Title Member’s Phone Member’s E-mail
Larry Savery Assistant Principal 504.368.6055 larry.savery@jppss.k12.la.us
504.368.6055
504.368.6055
504.368.6055
504.368.6055
504.368.6055
504.368.6055
504.368.6055
B. School-Level Data System Requirements:
Requirement Collection
Tool Exists If Yes, List. If No, Suggestion(s)
(Yes/No)
Average Referrals per Day per Month Yes Infinite Campus
Referrals By Problem Behavior Yes Infinite Campus
Referrals by Location Yes Infinite Campus
Referrals by Time Yes Infinite Campus
Referrals by Student Yes Infinite Campus
Referrals by Staff Yes Infinite Campus
Individual Student Report by Month and Yes Infinite Campus
by Year
Referrals by Grade Level Yes Infinite Campus
Other: Summary
Other:
C. Type “Yes” or “No” in the box as applicable to the following.
No 1. School consistently and uniformly utilizes the two BESE-approved forms.
If no, explain:
JPPSS uses paperless referrals which contain all of the required elements.
Yes 2. School has addendum to two BESE-approved forms to assist with data collection.
If yes, attach a copy of the addendum with worksheet.
Yes
3. School has a Zero Tolerance Policy. If Yes, go to #4. If no, go to # 6.
Yes 4. Leadership Team has reviewed the Zero Tolerance Policy to ensure compliance
with R.S. 17:416.15, including R.S. 17:416 (H) which prohibits disciplinary action
against any pupil reasonably acting in self-defense.

29. Yes 5. Leadership Team has revised the Zero Tolerance Policy to comply with R.S.
17:416.15.
Yes 6. Leadership Team has reviewed policies for handling suspensions and expulsions
to ensure compliance with R.S. 17:416.
Yes 7. Leadership Team has reviewed procedures for handling suspensions and
expulsion to ensure consistent and fair execution and to ensure that alternative
interventions are used.
Yes
8. Leadership Team has reviewed policies and procedures related to referrals to
Alternative Education Programs.
Yes
9. Leadership Team has reviewed the current Code of Student Conduct to ensure
compliance with R.S. 17:416.12, R.S. 17:416.13 and Section 4114 of the No Child
Left Behind Act of 2001.
Yes
10. Leadership Team has refined consequences to create a reward/incentives program
for positive student and teacher behavior.
Yes
11. Leadership Team has created a procedure/protocol to ensure the consistent
delivery of the reward/incentives program.
Yes 12. Leadership Team has defined consequences for rule violations that are clear and
reasonable, that will be consistently enforced, and that will support maximum time
in instruction.
Yes
13. Leadership Team has identified the clearly, defined behavioral expectations in a
small set of school rules (5 or fewer).
Yes 14. Leadership Team has worked with teachers to develop lesson plans that teach
these expectations across each school setting.
Yes 15. Leadership Team has worked with teachers to establish a schedule for direct
instruction to be provided at the beginning of the school year and reinforced
throughout the school year.
Yes 16. Leadership Team will work with the principal to develop and submit an annual
report to the district’s Discipline Policy Review Committee.
Yes 17. Leadership Team has reviewed programs as required under R.S. 17:404.
Yes
18. Leadership Team has reviewed the school’s Safe and Drug Free Schools and
Communities plan and the Crisis Management Plan.
(Attach a copy of the Crisis Management Plan).
Yes
19. Leadership Team has developed a plan/continues to develop a plan to improve and
strengthen parental and community involvement in the school, including the
facilitation of partnerships with programs and organizations/agencies.
(Attach a list of programs and organizations/agencies with which the school is
working to strengthen family and community involvement).
Yes
20. Leadership Team has worked/continues to work with counselors, and other mental
health professionals to develop a plan to identify the mental health needs of its
students and to match those needs with available local resources.
Yes

30. 21. Leadership Team is working to help improve communication, coordination, and
collaboration between the school and agencies that serve children.
Yes
22. Leadership Team is working with the local youth planning boards to help meet the
needs of all children.
Yes
23. Leadership Team has reviewed existing procedures/established procedures to
ensure that records for transfer students are provided not later than 10 business
days from the date of the receipt of the written request.
Yes 24. Leadership Team has reviewed existing procedures/established procedures to
ensure that information on the dates and reasons for any suspension or expulsion
is included on transferred student records.
Yes 25. Leadership Team has reviewed existing procedures/established procedures to
ensure that all staff within the school cooperates fully with the visiting
teachers/supervisor of child welfare and attendance. And Team is working with
administration to ensure that all staff is aware of procedures.
Yes 26. Leadership Team has reviewed student and parent/guardian statements of
compliance that must be disseminated and collected at the beginning of school
each year.
Yes
27. Leadership Team is fully implementing the requirements of R.S. 17:252(D), as
required by the provisions of Act 136 enacted by the 2010 Regular Session of the
Louisiana Legislature, including incorporating pre-service and ongoing grade-
appropriate classroom management training for teachers, principals, and other
appropriate personnel regarding positive behavioral supports and reinforcement,
conflict resolution, mediation, cultural competence, restorative practices, guidance
and discipline, and adolescent development into the school’s master discipline
plan.
Yes 28. Leadership Team is ensuring that the school affords itself the opportunity to have
all applicable personnel, including classroom teachers, participate in classroom
management courses required by Act 136.