Positive Framing Assume the Best

Supporting All Students: How ECP Developed and Implemented a Tiered Behavior System

1Supporting All Students

Do Now

Do Now:1. List 10-15 misbehaviors that have happened in the past month, and how you responded to eachtry to list a range of behaviors from most minor to most extreme.

2. Do you believe that all teachers and staff members at your school are well-equipped to positively impact student behavior? Why or why not?

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Do NowOur ProcessAimsDeveloping Proportional Response MindsetCreating Our TiersPracticing ECPs TiersCreating Your Tier Definitions and ProceduresPracticing Your TiersEquipping TeamsAction PlanFeedbackSupporting All Students

Agenda and Introductions3

2012-2013 ECP Grades 4-8 Data:1 expulsion and 29 suspensions (61 missed days of instruction)

Through February 2013 there had already been 21 suspensions (42 missed days of instruction)

Supporting All Students

Rationale4

Support All Teachers

Support All Students

and

Dramatically Lower Suspension NumbersSupporting All Students

Goals5

How?

Build a ridiculously strong, consistent, positive school culture

Develop systems that allow everyone to understand the tools to best support all of our teachers and all of our studentsSupporting All Students

Goals6

2012-2013 ECP Grades 4-8 Data:1 expulsion and 29 suspensions (61 missed days of instruction)

Through February 2013 there had already been 21 suspensions (42 missed days of instruction)

2013-2014 ECP Grades 4-8 Data (August-February):0 expulsions and 3 suspensions (3 missed days of instruction)

Supporting All Students

New Data7

Use Response to Intervention and Positive Behavior Support ModelsOur Positive Behavior Support system exists for three purposes: 1) Maintain a focused and professional learning environment, 2) Build the habits and norms that will empower our scholars to be successful in outside professional settings, 3) Maximize time for high impact instructionSupporting All Students

Our Process

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Consider what makes a warm, strict, joyful, positive, strong school culture.

Tier 1 is what we do to build culture and reaches the majority of our students.

The next step was to create and define rest of tiers.

Supporting All Students

Our Process9

Supporting All Students

Our Process10

1. WWs will have an understanding that consistent, school-wide responses to behavior improves school culture and student learning.

2. WWs will create a draft response to behavior flow chart adapted to your school.

3. WWs will create a draft of tiered behavior response practice and prevention to use with your team.Supporting All Students

Aims11

What is the virtue of a proportional response? West Wing

Supporting All Students

Developing Proportional Response Mindset12

Turn and Chat:What is the virtue of proportional response in our schools?

Why does this matter for both the scholars and teachers on our teams?

What are the challenges to staff in responding to behaviors in a proportional way?Supporting All Students

Developing Proportional Response13

What is the virtue of a proportional response? West WingSupporting All Students

Developing Proportional Response Mindset14

Supporting All Students

Creating Our Tiers

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Supporting All Students

In the moment, minor or major?Teacher assesses the incident of disruption as MINOR:-containable and not dangerous-low/medium impact on learning environment-not likely to involve student distress-involves small number of studentsTeacher assesses the incident of disruption as MAJOR:-high complexity: multiple students/not containable-involves danger/risk-involves high levels of distress or conflict environment-learning environment disrupted in a serious manner-physical disturbance (fight, etc)Student Misbehavior16

Supporting All Students

Tier 1 DefinitionWhat you would expect from a middle school classroomkids test boundaries in developmentally appropriate ways, and ECP teachers are equipped to handle these behaviors with a nonverbal redirect, self-interrupt or a positively framed reminder.Behaviors include: Slouching, not taking notes, calling out, head down on desk, tapping pen/feet17

Supporting All Students

Tier 2 DefinitionStill what you would expect from a middle school classroomkids test boundaries in developmentally appropriate ways, and ECP teachers are equipped to handle these behaviors with a stern redirect, PRIDE point deduction, and a parent phone call.Behaviors include: Repeated Tier 1, incorrect materials, uniform deductions, gum/candy, not prepared for school, minor disrespect18

Supporting All Students

Tier 3 DefinitionThese behaviors are a more serious breach of our schools PRIDE values. They endanger the safety and well-being of others in class and/or violate the integrity of our college-prep learning environment. Teachers should use a very stern redirect to immediately stop student behavior, send the student to the office, and contact parents that day to explain the situation or if necessary set up an in-person meeting within the next 2-3 days. As a follow up, teacher should log detailed account of incident in Kickboard and consult with RG for additional next steps.RG or another member of the leadership team may choose to participate in the parent meeting depending on the severity/frequency of the offense.Behaviors include: Repeated Tier 2, throwing things, profanity, lying, cheating19

Supporting All Students

Tier 4 DefinitionThese are the most egregious student offenses and could result in student suspension (in-school or out) or expulsion. These behaviors pose an immediate threat to school safety and may even break the law. Teachers should immediately text the team to get an escort for the student. As a follow up, teacher should log detailed account of incident in Kickboard and consult with RG for additional next steps.Behaviors include: Repeated Tier 3, anything suspendable according to the California Ed Code20

Categorize Behaviors:Teams: look back at to your DO NOW questions and at the behaviors you wrote.Categorize behaviors based on ECP tiers based on the ECP flowchart.

Supporting All Students

Practicing ECPs Tiers21

Work with your team:Choose how many tiers your team needsChoose how will you define each tierRe-define tiers, and then re-categorize behaviors from Do Now based on the tiers you created

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Creating Your Own Tiers22

Supporting All Students

Break23

Without looking back at your definitions (unless you have to!), summarize the definitions of the tiers that you created.Supporting All Students

Do Now # 2

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Goals for ECP Staff:

All ECP Staff will be able to correctly identify behaviors that fit into our school-wide tiers.All ECP Staff will be able to list essential in-the-moment AND follow-up responses to student behavior in each of the four tiers.All ECP Staff will practice delivering in-the-moment responses with appropriate positive framing, economy of language, body language, and tone.

Supporting All Students

Equip Teachers to Use Tiered System25

Tiering Pop Practice

Based on your tiers, how would you categorize the following behaviors?Supporting All Students

Practicing Your Tiers

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Create Tier 1 Grid & Practice

Supporting All Students

Equip Teachers to Use Tiered SystemSituation In-the-moment Responses Follow-up Response with Kiddo and Family Prevention Slouching Non-verbal smile and sit up gesture, tapping shoulders and modeling sitting with great posture Check your SLANT Tap back of chair to have student push in chair ALL the way Post-it note with giant S written on it (reminding student to sit up straight) Whole-class Check your SLANT Whole-class Chairs in ALL the way!

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Create Tier 1 Grid & Practice

Supporting All Students

Equip Teachers to Use Tiered System

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Check-in and create Tier 2 Grid & PracticeSupporting All Students

Equip Teachers to Use Tiered SystemSituation In-the-moment Responses Follow-up Response with Kiddo and Family Prevention Gum/candy Spit it outPoint at mouth and then at trash canDeduct 100 PRIDE points Make sure point deduction was recorded (on students agenda & teacher tracker) & explanation is clear for parentsFollow-up conversation with student about rationaleCall home and ask for the parents support addressing the behavior can you make sure he/she doesnt bring gum to school any more? Ask the student the next morning if they brought you gum

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What do I want to take away from this session and bring back to my school? Who are the people I need to include in planning? Timeline for each action item: Supporting All Students

Action Planning and Next Steps30

Thank you!Which parts of todays session did you find most helpful?What pushes or suggestions do you have for us as we continue to improve our supports for all students?Is there anything else youd like to share with us (something that was really helpful, something you wish we had done differently, something that would have made the session more helpful for you)?Supporting All Students

Closing and Feedback31Misbehavior Teacher response

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