the power of progressive discipline

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The Power of Progressive Discipline

JANUARY 12, 2016

Division of Educational Opportunity and AccessMiami-Dade County Public Schools

School Operations

2015-2016

Code of Student Conduct

Presenter(s):

Mr. Luis E. Diaz, Administrative Director

Ms. Chantal Osborne, Executive Director

District/School OperationsSchool Board Policy 5500 – Code

of Student Conduct

Together we can develop world class

citizens!

Code of Student Conduct: Overview

The Code of Student Conduct (COSC) is designed to promote and maintain a safe learning environment free from disruptions that interfere with teaching and learning activities.

Major Areas Addressed in Code of Student Conduct

Model Student Behavior

Code of Student Conduct Behaviors & Corrective Strategies

Student Rights & Responsibilities

Vital Alerts

Formal Corrective Strategies

Multi-Tiered System Supports (MTSS) Behavior Intervention Guide

Glossary

ACCESSING THE CODE OF STUDENT CONDUCT

Parents/guardians can download the COSC, access SPOTsuccess, obtain useful student and school District information by creating a parent account needed for Parent Portal Access. You can also obtain a copy of the new COSC from your child’s school.

 All parents/guardians are invited to establish a Parent Portal account. To create a new account:

Logon to http://www2.dadeschools.net/index.htm Click Parents Click Login to portal Follow directions on screen

Students, parents, and school employees are encouraged to read the Code of Student Conduct and become familiar with its content.

Please ask your child’s teacher, a school counselor or an administrator, if you have questions about accessing any of the features on the portal,

Chapter I - Core Values & Model Student Behavior

CORE VALUESCitizenshipCooperation

FairnessHonestyIntegrity

KindnessPursuit of Excellence

RespectResponsibilityVa

lues

Mat

ter

How Does Your School Recognize Model Student Behavior?

Ways to Recognize Students for Model Behavior: Elementary & Secondary

Outdoor class

Recognition from a local newspaper, media or politician

Recognition during morning announcements

Positive phone call to parent(s) / guardian(s)

Model Student-of-the-Month – display photograph in an appropriate location

Praise for good behavior

SPOTsuccess recognition

Certificate/trophy/ribbon/ plaque/medals

Class Field Trip

A reward (gift certificate, free admission to a school function)

Recognition by the “Do the Right Thing” program sponsored by the Miami-Dade Police Department

Recognition from a local newspaper, media or politician

Ways to Recognize Students for Model Behavior

Secondary Note home to parents

Appointed the class messenger

Eating with the teacher

Selecting prizes from a treasure box Pencil toppers

Stars, smiley faces or stickers

Paperback books

Leading of class line to lunch or recess

Elementary Pep Rally

Paperback books

Prime Parking Spot

Recognition in School Newspaper

Gift Certificate (local merchants)

Free Pass to Sporting Event or play

Coupon for prizes and privileges or surprise gift bag with school supplies

Chapter II – Behaviors & Range of Corrective

Strategies

Level II – Seriously Disruptive Behaviors

Level III – Offensive/Harmful Behaviors

Level IV – Dangerous or Violent Behaviors

Level V – Most Serious, Dangerous, or Violent Behaviors

Level I – Disruptive Behaviors

Level II – Seriously Disruptive Behaviors

Level III – Offensive/Harmful Behaviors

Level IV – Dangerous or Violent Behaviors

Level V – Most Serious, Dangerous, or Violent Behaviors

Please note the considerations for ESE Students.

Chapter III – Student Rights & Responsibilities

Chapter lII – Student Rights & Responsibilities

Right to LearnKnowledge & Observation of Rules of Conduct

Respect for Persons & PropertyParticipation in School Programs, Student Government and

Activities

Counseling ServicesStudent Records

AttendanceGrades

Marriage, Pregnancy & ParenthoodFree Speech, Expression & Assembly

PublicationsSearch & Seizure

Complaint Procedures

Chapter IV– Vital Alerts & Formal

Corrective Strategies

Chapter IV – Vital Alerts & Formal Corrective Strategies

Zero Tolerance Policy Off-Campus Felony Offenses Implication for Certain Sex Offenses Wireless Communication Devices Utilization of the Internet and Inappropriate Use of

Computers Corporal Punishment Individuals with Disabilities in Education Act (IDEA):

Students with a 504 Plan Procedures for Implementing the 45-School Day

Alternative Placement Rule for Students with Disabilities

District Policy Against Bullying & Harassment District Dress Code Policy Sexting Use of Medication Temporary Removal from Class Permanent Removal from Class

Suspension/Assignment to School Center for Special Instruction (SCSI)

Assignment to an Alternative Intervention Counseling Center

Peer Mediation Other Alternatives Denial of Bus Privileges Denial of Privilege of Participating in Social and/or

extra-curricular activities Outdoor Suspension Diversion Center Alternative Education Program Expulsion Work Back Program in lieu of Expulsion

SCHOOL WIDE STRATEGIES &

INTERVENTIONS TO PROMOTE

MODEL BEHAVIOR

SCHOOL WIDE STRATEGIES & INTERVENTIONS TO PROMOTE MODEL BEHAVIOR

School Security and Support Staff Strategies

Allow the Student a 'Cool-Down' Break

Avoid engaging in Arguments Keep Responses Calm, Brief, and

Businesslike Listen Actively to Student Grievances Relax Before Responding Offer the Student a Face-Saving Out Project Calmness When Approaching

an Escalating Student Proactively Interrupt the Student’s

Anger

Early in the Escalation Cycle State Directives as Two-Part

Choice Statements Use ‘Soft’ Reprimands Validate the Student’s Emotion by

Acknowledging It Avoid Grab Things from Students Avoid Taking Contraband by

Force Avoid Fleeing Students

SCHOOL WIDE STRATEGIES & INTERVENTIONS TO PROMOTE MODEL BEHAVIOR

Classroom Strategies

Ask Open-Ended Questions When Inquiring about Behavior.

Assign a Reflective ‘Processing’ Essay After Incidents.

Emphasize the Positive in Teacher Requests.

Expand the Range of Classroom Behavior Interventions.

Give Praise That is Specifically Encourages Appropriate Behavior.

Give Problem Students Frequent Positive Attention.

Increase 'Reinforcement' Quality of the Classroom.

Reward Alternative (Positive) Behaviors. State Teacher Directives as Two-Part

Choice Statements. Use a ‘Buddy Teacher’ for Brief Student

Breaks. Use Non-Verbal and Para-Verbal

Behaviors to Defuse Potential Confrontations.

Modifying the Environmental Conditions so that Problem Behavior is Less. Relevant and Occurs Less Frequently.

SCHOOL WIDE STRATEGIES & INTERVENTIONS TO PROMOTE MODEL BEHAVIOR

Classroom Strategies (continued)

Teach appropriate skills to replace the problem behavior so that the new skills are more efficient than the problem behavior in getting a desired outcome.

Reinforcing the new appropriate skill so that it will be repeated. Avoid physically Blocking Exits.

SCHOOL WIDE STRATEGIES & INTERVENTIONS TO PROMOTE MODEL BEHAVIOR

Administrative Strategies

Show Unconditional Care, Respect, and Support.

Involve Student in Decision Making Process.

Involve Families Members to Assist with Problem Behaviors.

Gives Students Opportunity to Explain Their Side of the Story.

Emphasize Responsibility for One’s Own Actions.

Be Calm, Firm, and Fair. Utilize Parent/Guardian Contracts as Avoid Demeaning Students.

Try Bringing Resolution to the Problem Before Giving a Consequence, Punishment, Sanction, etc.

Never Give a Sanction without Addressing the Incident.

Get Student to Recognize the Inappropriate Behavior and Solicit Their Input of How They Could Have Avoided the Situation.

Engage the Student in the Resolution. Use a Colleague that Have a

Relationship with the Student to Address Inappropriate Behavior.

Data Collection and Data Reporting

Click icon to add picture

Code of Student Conduct

Violent Acts Against PersonsHomicideSexual BatteryRobberyBatteryKidnappingPhysical Attack

Alcohol, Tobacco & Drugs Drug Use/PossessionDrug SalesAlcoholTobacco

Other Non-ViolentSex OffensesTrespassingOther Major Offenses

PropertyBreaking & Entering/BurglaryLarceny/TheftArsonVandalism

HarassmentThreat/IntimidationSexual Harassment Bullying Harassment Sexual AssaultHazing

Not CategorizedFighting Disruption On Campus Weapons Possession

School Environmental Safety Incident Reporting (SESIR)26 Incident Categories Reported to FDOE

Inputting Multiple Students on SCM

Cheat Sheet is available on our website:

www.deoa.dadeschools.net

School Center for Special Instruction

(SCSI)

Presenter:

Mrs. Deborah Montilla, Executive Director

The Power of Progressive Discipline: School Center for Special Instruction (SCSI)

The solution to adult problems tomorrow depends on large measure upon how our children grow up today.” - Margaret Mead

“You can’t teach what you can’t manage”

- Walter Hall

Developing School Approaches to Address the 10% of Students who Require 50-90% of School Personnel Time and ResourcesUsing the Public Health Model

Multi-Disciplinar

yFocus

Education

Medicine

SocialServices

Law Enforceme

nt

JuvenileJustice

Community

Sector

Multi-Tiered Systems of Support (MTSS) Defined

A Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based, problem-solving to integrate academic and behavioral instruction, intervention, and supports. reflecting the need for all students to have fluid access to instruction of varying intensity levels.

The integrated instruction and intervention is delivered to students in varying intensities based on student needs. The three tiers are not, conversely, used to describe categories of students or specific instructional programs.

M-DCPS Multi-Tier System of Support

Tier 1: Core Prevention Activities Values Matter Prevention Curriculum Bullying Prevention Curriculum

Child Abuse Prevention Curriculum Sexting Prevention Curriculum

Teen Dating Violence Curriculum

Transition CurriculumTRUST Curriculum

Awareness Campaigns Red Ribbon Drug Abuse

Blue Ribbon Child AbuseHomeless Awareness

Campaign Developmental Counseling

Tier 2: Strategic Interventions Individual, family and group

counseling Creating Community Change:

Youth Engagement Program School Center for Special

Instruction Secondary Student Success

Centers Student Success Centers

Tier 3: Intensive, Individual Interventions

Alternative Education Schools

Educational Alternative Outreach Programs

Pathways Program One-Stop Educational and

Community Service Center

School Center for Special Instruction

Small Learning Environment Trained Staff

Opportunities to Reflect on

Behavior and Learn New Skills

Structured and Supportive Environment

School and Community

SupportCore Values

Evidence-Based Strategies

Review- The New Picture of SCSI2015-2016 School

Implementation ModelRole of the SCSI Coordinator• Serve as liaison to administration, faculty, and

staff• Maintain communication with parent/guardian• Serve as lead for school-wide discipline plan• Develop healthy and caring relationship with

students• Promote the development of prosocial skills in all

students• Maintain a structured but supportive learning

environment• Identify existing resources in school and

community• Monitor student data and progress

Program Checklist

• Appropriate Facility-Computer Access-Desks/Tables-Resource/Classroom Library

• Curriculum needs• Signing in and out

Relationship at the school site • Role of SCSI Coordinator• Schedule for Support

Professionals

• Flow of the Day• Morning Reflections• Core Values• Student Work/Research/Technology

Programs/Counseling• Group Activities/Peer Reflections • Student Work/Research/Technology

Programs/Counseling• End of day reflections

Reaching into Your Bag of Tricks

Re-runsValues Clarification

Progressive DisciplineMaladies & Remedies

Personal Improvement Plans

BuzzwordsSocial Emotional Learning

Soft SkillsSelf/Emotional RegulationEarly Warning IndicatorsEmotional Intelligence

Alternative Thinking Strategies

Classroom Behavior Management Plan• Morning Message-Reflection• Model Expected Behavior• Set and Practice the Expectations• Focus on Ideal Behaviors not Bad Behaviors• Behavior Management Chart• Behavior Modification Strategies

• Traffic Light• Parent-Teacher Communication• Positive Rewards-Incentives

Discipline Techniques• “Search for the Source” of Misbehavior• “Choose the Battles” Avoid Power Struggles• “Pay Positive Attention”• “Stay Calm and Carry On”• “Who Has Your Back”

Use what you already have

M-DCPS Counselors Social Workers Success Coaches PBS Coaches Security Monitors BMTs School Police

CBOs City Year Big Brothers, Big Sisters Cities in Schools Switchboard of Miami Hope for Miami AGAPE NVPUSA-Non-Violence Project Fatherhood Task Force MDC-VIP Chrysalis Health

Elementary……….

To a great mind, nothing is little.The little things are infinitely the most

important. It is better to learn wisdom late, than

never to learn it at all.Education never ends Watson, it is a

series of lessons with the greatest for the last.

Best Practices

Ms. Ana C. HernandezS.C.S.I. Instructor

Bowman Ashe/Doolin K-8 AcademyMs. Lisette Vazquez-Rios, Principal

The Middle…………..

The Middle is an American sitcom about a working-class family living in Indiana and facing the day-to-day struggles of home life, work, and raising children. The daily mishaps of a married woman and her semi-dysfunctional family and their attempts to survive ...

Best Practices

Mr. Israel RodriguezS.C.S.I. Instructor

Lamar Louise Curry Middle SchoolMs. Jean-Rachelle Baril, Principal

High School Stories………..

Take an inside look at the outrageous antics of high school students all across the country. These stories are true-to-life reenactments of actual high school scandals, pranks and controversies starring the troublemakers and class clowns that made it all happen.

Best Practices

Mr. Alejandro ArmenterosS.C.S.I. Instructor

Hialeah Miami Lakes Senior HighMr. Eric Acosta, Principal

Summing Up Discipline with The Breakfast Club

Thumbs Up or Thumbs Down?What Really Had an Effect on

Behavior?• Strict No-Talking Detention• Talking Down to Students• Stereotyping• Reflective Writing Assignment• Individual/Group Discussions

The Nuts and Bolts of Expulsion Presenter:

Ms. Karen Boyce,Director

Purpose-SettingMr. Luis E. Diaz, Administrative

Director- School Operations

Legal Definition of Expulsion

Expulsion is defined as the removal of the right and obligation of a student to attend a

public school under conditions set by the School Board, and for a period of time not to exceed the remainder of the term or school year and one additional year of

attendancePlease note: M-DCPS does NOT expel without educational

services.

CriteriaQuestion: How do I determine if a student fits the criteria for

Expulsion/Administrative Assignment?

Has the student committed an off campus felonious act that may have an adverse impact on the educational program, discipline or welfare of the school?

Has the student committed a level III, IV or V violation of the Code of Student Conduct?

Has the student failed to respond to interventions for repeated infractions of the Code of Student Conduct?

“The Process”

1. Incident takes place at a school2. You will notify me (email/phone call) to me.3. You will receive an email from me (insert picture)

What are the procedures for completing a successful request for

expulsion/administrative assignment?

1. Was a SCM entered into Student Case Management System?2. Was the appropriate expulsion code(e.g.: R4, E5, etc.) attached to the

SCM?3. Was the DEOA contacted via email regarding your Pathways request?4. Was an SST held?5. Was the BIP developed and entered in Student Case Management

System using the BI code?6. If the student is ESE, was a Manifestation Determination meeting

scheduled with representatives from the SPED office and DEOA?7. Was Truancy addressed in ISIS?8. Was the DEOA office contacted for additional clarity when needed?

Pathways

Students that normally would have received a 10-day outdoor suspension during the

expulsion process will now be temporarily assigned by the Division of Educational

Opportunity and Access (DEOA) to one of the Pathways locations.

This assignment is provided during the transitional period of the expulsion request.

PathwaysBased on approval by the Division of Educational Opportunity and

Access (DEOA), students referred to Pathways will receive temporary assignment at described sites above.

Criteria:Ø Students in grades 6 thru 12 who have committed a Level III, IV or

V infraction as described in the Code of Student Conduct and are being recommended for expulsion.

Ø Prior to submission, please contact the Division of Educational Opportunity and Access at alted@dadeschhools.net

*Informal Hearing*

Pathways locations:Ø Jan Mann Opportunity SchoolØ Miami Mac Arthur South

What are the different types of assignments you can request?

0 Non-Disciplinary: The referral is initiated by the student’s home school or parent. The

student may be withdrawn from the alternative site whenever the parent wishes.

0 Administrative: The referral is initiated by the school. the student must successfully

complete a minimum of 9 weeks

0 Off-Campus Felony: Student commits an off campus felonious act which has an

adverse impact on the school campus. student remains at the alternative site until his

case has been adjudicated.

0 Reciprocal :Expulsions from other counties/states are reviewed and honored by MDCPS

District Review Process 0 Expulsion

0 Administrative in lieu of expulsion: Student is assigned to an alternative

education site for a grading period

0 Workback: Complete a minimum of 2-6 grading periods, depending on the

level of behavior listed in the Student Code of Conduct and the signed Workback

contract.

0 Max by Law: The student is expelled for the maximum time allowed by law - ·

Complete the present school year and all of the following school year.

Special Considerations for

ESE Students Things to consider: Is the behavior in question addressed on the student’s IEP? Is it a

manifestation of the student’s disability? Has the student’s BIP/IEP been implemented with fidelity?

Student cannot be assigned without a staffing with staffing specialists from the Division of Educational Opportunity and Access and the SPED Center in attendance.

Was the student recently placed in a special education program?

***Please note: If the general education student is in the process of being evaluated for exceptional student education the request for expulsion may not be processed.

Contacts for Support

North: Valli Weaver

South: Ileana Vazquez

*There are A LOT of procedural guidelines involved with this process as a best practice contact the

above personnel.*

Inputting Referral Action Codes

SCENARIOS

Two eleventh grade male students got into a major fight during lunch over a female student. Both students had bloody lacerations to their face and one student may have a broken nose.

A 9th grade student is offering to sell other students some “weed”. A student reported the activity to a school administrator and stated that the student is showing other students the drug.  Student was brought to the office by school official and school police.

SCENARIOS

A school administrator finds Laura, an 8th grader, sitting in the stairwell.  Laura tells the school administrator she does not want to report to her 4th period Algebra 1 class because it is boring.DeSean, a 7th grader, who was coming to class late and was becoming confrontational with his teachers.  DeSean’s recent confrontation involved a verbal argument in class and dropped the “F bomb” on his teacher and walked out of class.

SCENARIOS

Jake approaches Michael in the hallway ready to fight. A crowd gathers and students become excited. Michael throws his hands up and says, “What do you want to do? We can go now or afterschool? Michael takes a stand and begins cursing at Jake.  Neither of the students threw a punch, but security had to intervene.  

Questions

Division of Educational Opportunity and Access

1450 NE 2nd Avenue, Miami, FloridaPhone: 305-995-1270

Website: deoa.dadeschools.net

Mr. Luis E. Diaz, Administrative DirectorMrs. Deborah A. Montilla, Executive DirectorMs. Chantal G. Osborne, Executive DirectorMs. Karen Boyce, DirectorMrs. Michelle Ulysses-Grant, Instructional Supervisor

Contact Us

Mr. Luis E. Diaz ldiaz21@dadeschools.net305-995-1270

Ms. Deborah A. Montilla dmontilla@dadeschools.net305-995-1270

Ms. Chantal G. Osborne cosborne1@dadeschools.net305-995-1868

Ms. Karen V. Boyce kboyce@dadeschools.net305-995-1270

Ms. Michelle Ulysses-Grant mulysses@dadeschools.net305-995-1270

Ms. Ana C. Hernandezanahernandez@dadeschools.net 305-386-6656Mr. Israel Rodriguez irodriguez5@dadeschools.net

305-222-2775Mr. Alejandro ArmenterosAArmenteros@dadeschools.net 305-823-1330

ext. 2314