school discipline topic 8

8/9/2019 School Discipline Topic 8

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niversal PB IS

&

The School

Administrator’

s role:

Process

Com pliance &

Accountabil ity


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To provide guidance to school-building level administrators

regarding process,compliance and accountabilityrelated to implementation ofuniversal PBIS.

Presentation PurposePresentation Purpose

2


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2010-11 State-Wide Instances ofRemoval from Classroom

Type of Removal Total RemovedIn-School Suspension

(unduplicated count

!",#$#

%ut-School Suspension(unduplicated count

&',$&&

In-School )pulsion *,!$$

%ut-School )pulsion +,&!$

TOTAL 159,253

When applying just 6.5 hours (1 missed school dayexcluding 30 min for lunch) for each instance, it totals

1,035,145 hours removed from regular/assigned

classroom. Louisiana Department of Education

"


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Evidence about the Eects ofSuspension and Epulsion

There is little scientic research to sho that ero-tolerance or other /get-tough0 measures are e1ectivein reducing school violence or increasing school safety.

Several studies have found negative outcomes

folloing suspension and e)pulsion, such asdelinuency, substance abuse and school dropout

The three student discipline issues most freuentlyrated as serious or moderate problems by principalsat elementary and secondary level schools eretardiness, absenteeism, and physical violence ! Suspension and Expulsion At-A-Glance, Institute for Democracy, Education and

Access (2003)

*


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!he Challen"e#

Implementing the processas an administrator

eing in compliance !iththe legal re"#irements

eing acco#nta$le as theschool%s leaders

3


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$odule 1%$odule 1%

P&IS ProcessP&IS Process

&


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&ac'"round%&ac'"round%

School-Wide P&ISSchool-Wide P&IS

School-4ide )pectations and rules taught insettings during rst ee5 of school

School-4ide 6einforcement System in use

7inor87a9or problem behavior dened

:eveled system for dealing ith minor8ma9orproblem in use

In order for the PBIS process to be implemented inany school it reuires

Administative pport and'#idance

#


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School-Wide Positive Behavior Support

Procedures and processes intended

for all students, staff, in specific

settings and across campus;

FOCUSES ON PREVENTION!


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;ritical lements of S4PBIS

+. )pectations developed

2. Positively stated rules developedfor specic settings that align ithe)pectations

". :esson plans developed forteaching e)pectations8rules

*. 6einforcement System


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1( )*pectations developed

2. Positively stated rules developed forspecic settings that align ithe)pectations

". :esson plans developed for teachinge)pectations8rules



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+. )pectations developed

2. Positively stated rules developed forspecic settings that align ithe)pectations

". :esson plans developed for teachinge)pectations8rules



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The %Cce


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"s

#eha$ior%ajor&

Observe Problem

Behavior

In a Nutshell ......

Discipline Process

If No !es, Immediae

"dminisraive

#es$onse Needed

'all xtension *1+

-ro$ide etails

/andle in 'lassroom

-rolem ol$e

eans2dmin

4otified "mmediately

ituation ssessed y dmin ction

"mplemented

If !es, bu

no crisis

umit ffice eferral

to 7rade 8e$el ean

dministrati$e

'onse9uences

ssigned prior to

re:entry of class

;eacher etermined

'onse9uences


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So many committees, so littletimeD

7ost schools have numerouscommittees that actually do some ofthe same things

7ost committees are comprised of thesame team members

;onsider ho S4PBIS should

compliment otherinitiatives8committees such as SB:;,6tI, etc.


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Activity

@or;ing &marter

PART 1

#ist all the committees and initiatives that are currentl$ on $ourcampus and complete the re%uested information in the columns

PART 2

Based on $our results, &hat committees can $ou:'a( eliminate)'b( combine)'c( provide more support)'d( infuse PBS into)

'e( distribute membership responsibilit$)

PART 3

*o& can $ou return to school and feasibl$ consolidate) supportor realign)


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+&


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"cion Plan(

%odule 1iscipline eferral -rocess

%inors %ajors

ing marter

"nitiati$es, 'ommittees ;eam


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$odule 2%$odule 2%

ComplianceCompliance

+!

4h t th /: l


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4hat are the /:egal6euirements0 for

?dministratorsE +. 7aster 7odel


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#venile #stice ReformAct 12254

Passed in 2003 Subpart C-1 Te Eduati"n#$u%eni&e $ustiePartnersip At &e'is&ated tat(

B+S+ &ould formulate, develop and recommend aodel aster Plan for improving behavior anddiscipline &ithin schools that includes the utilizationof positive behavioral supports and other effectivedisciplinar$ tools

+ach cit$, parish, and other local public school board

should be responsible for the develop of schoolmaster plans for supporting student behavior anddiscipline based upon the model master plandeveloped and approved b$ B+S+


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7aster 7odel


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7onitoring 6ubric


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7onitoring 6ubric (cont.


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Superintendent ?ssurance


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?nnual School 6eport


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77


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Scavenger unt

:oo5 at the School 7odel 7asterPlan. ;an you number at least 3items that reuire the School

?dministrator to ma5e a decisionE

Jroup Share


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Ensurin" ( Sustainin" Safe) Supportive (Successful Classrooms * +C! 1,

! The school master plans reuired of city, parish, andother local public school boards by this Section shallma5e provision for pre-service and ongoing gradeappropriate classroom management training for

teachers, principals, and other appropriate schoolpersonnel regarding positive behavioral supportsand reinforcement) con.ict resolution)mediation) cultural competence) restorative

practices) "uidance and discipline) andadolescent development/

2!


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Scavenger unt

:oo5 at the Teacher Training6euirements. ;an you nd at least3 training reuirements that are

reuired to be providedE

Jroup Share

7eeting ;lassroom


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7eeting ;lassroom7anagement Training

6euirements


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o to


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o to


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?dministratorNs /ard0vidence of ;ompliance

7odel 7aster Plan

Teacher Training in ;lassroom

7anagement

?dministratorNs /Soft0


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?dministrator s Softvidence

:eadership Team that regularly meets andis empoered to or5 ith ?dministratorin ma5ing decisions regarding school


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:ist ;ompliance ?ction Items


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"cion Plan(

%odule 1& )om$liance%aster %odel iscipline -lan (%%-)

%onioring #ubric

"ssurance signed y uperintendent#e$or& each school ans=ers these 9uestions, reports

them to the district contact, and then the district contact

creates an annual report to e pro$ided to the school oard%%*P +orshee each school completes%%*P %aser Plan each school completes

ct 136, 'lassroom %anagement-ro$iding training


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$odule ,%$odule ,%

+ccountabilit +ccountabilit

"#


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/od#le 3B Acco#nta$ility

oo; of .rod#cts Agendas6min#tes from meetings

'oing thro#gh the motions to meetmandates

-ata ! &)TsB !hen and ho! to #se the data

! enchmar;s of ?#alityB !hen and ho!to #se the data

! Identifying teachers in need ofassistance

! Administrators% point of vie!

! @al;: thro#ghs


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oo; of .rod#cts

Administrators need to revie!oo; of .rod#cts t!ice a year(

Things to loo; for

:Team Action .lan lled o#t and#pdated to the year

:Referral .rocess +lo! ChartB

sho! evidence of #se:)*pectations and R#lesB still

applica$le for each school year


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:Lesson .lans, Time Line and LessonsBChec; to ma;e s#re lesson plans are

#pdated and timelines are correct forthe school year(:&chool Improvement .lanB /a;e s#re

the &I. is c#rrent

:/aster /odel .lanB /a;e s#re //. isc#rrent:Crisis .lanB /a;e s#re it is c#rrent

and applica$le for the school year(

:Reinforcement &ystemsB )videncesho!ing that they are #pdatedthro#gho#t the year, #tili8ed andconnected to the e*pectations(


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Agendas6/in#tes from/eetings

:&@.I& Team /eeting AgendasB Daveagendas and sign:in sheets(

:-ata and InterventionsB Dave c#rrent$ehavioral data, listing of

interventions #tili8ed and res#lts ofinterventions doc#mented(

It is E to have evidence sho3in" that

meetin"s are bein" held and productive/ & havin" evidence) theschool is able to address its problemsin a data driven environment/


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Joing Through the 7otions to7eet 7andates

?dministrators should never allo theteam to go through the motionsithout having evidence of hat their

goals are and ho they ill achievetheir outcomes.

By trac5ing this information this should

allo for a more congruent system forthe administrators to monitor allaspects of their school.


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Things to Loo; for !hen)*amining -ata

@hen6!here6time of $ehaviorincidents(

E of $ehavior per st#dent E of $ehavior $y teacher

'rade levels +re"#ency Attendance 5


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-ata Interventions

It is ;ey for administrators to collect data oninterventions #sed to address data drivenconcerns( -ata is needed to determine ifthe interventions are ineective and to

develop alternative interventions toachieve s#ccess(

-ata is the /ACDIH) that sho#ld r#n a school(

-ata allo!s an administrator to ma;edecisions that !ill directly and indirectlyaect the s#ccess of a school(

h ; f ? li


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enchmar;s of ?#ality &)Ts

enchmar;s of ?#ality is a selfassessment that !ill allo! allteachers and administrators to

have a point of reference as to!here they are in the .I&process(

&)Ts m#st $e administered $y

someone !ho has $een trained inthe &)T and has e*pert;no!ledge of the .I& process(

ll h


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o ell are your teachersconnected to the studentsE

Through the data process theadministrator and PBIS team canrecognie a teacher(s that may need

technical assistance.

T h i l ? i t


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+ell )onneced

-omeha )onneced

-ocie

)ommuniNeighborhood

+or

amil

Peers

-chool)lassroom

No

)onneced

eacher -uden

Technical ?ssistance

? Positive ;limate for:earning

Ti t l P t P bl


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Tips to elp Prevent ProblemBehaviors


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.roactive Teaching.roactivel

yTeach

R#les .roced#res &;ills Conse"#ence

s

These things m#st $e in placeand aligned !ith the

e*pectations of the school andclassrooms(


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Average Retention Rate

5?

10?

*0?

50?

30?

@5? A0?

8ecture

eading

udio:Bisual

emonstration

iscussion

-ractice y oing

;eaching "t

&t#dentsareB

.assive

Active

+mount of information that "oes

into lon"-term memor#b ho34


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.I& @al;thro#ghs Teacher KameF OOOOOOOOOOOOOOOOOOOOOO


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"cion Plan(

%odule 1& "ccounabilioo; of .rod#ctsAgendas6min#tes from meetings

'oing thro#gh the motions to meetmandates-ata

!&)TsB !hen and ho! to #se the data

!enchmar;s of ?#alityB !hen and ho!to #se the data

!Identifying teachers in need ofassistance

school discipline topic 8

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