Clarifying the discipline process

1. Clarifying the discipline process The Boggs Center on Developmental Disabilities Rutgers, The State University of New Jersey In Partnership with the Office of Special Education New Jersey Department of Education 2019-2020 School Year Funded by IDEA -Part B 2019-2020

2. Discipline Process Self-Assessment In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

3. Teacher / Staff Person Uses P3 & E to Establish a Proactive Learning Environment Student Engages in a Behavior(s): Manage My Emotions and Use TLC Redirection Decision Pause: Is the Behavior Class Managed or Office Managed? Behavior Meets Criteria for Office Managed Behavior Meets Criteria for Class / Area Managed Decision Pause: Can the student remain in the area? Decision Pause: Can the behavior be addressed later? Student can remain in class/area – Use P3 & E and TLC Redirection Student needs to go to the office Address Later Behavior does not Interfere Address Now Behavior Interferes with Routine Teacher/staff person ensure safety/continuity of the routine (e.g., engages class in an activity while they address the situation) Teacher/staff person completes and submits the referral form Continue with the Routine Engage the Class in an Activity Select a time to talk with the student Teacher/staff person calls for escort and completes the referral form Administrator reviews the referral and arranges to speak with the student Talk with the student privately using TLC Redirection • Plan Strategies for Next Time • P3 & E prevention practices • Teacher Try First early intervention practices Administrator meets with the student Administrator finalizes next steps: Student returns to routine if appropriate Gather additional information if necessary Decide on an outcome for the student Recommendations for the teacher/staff person Consider need for referral to secondary tier intervention Document Strategies Tried and Response to Intervention Once the Teacher Managed Infraction Form is exhausted, submit for review to determine next steps Follow Up Options Referral to Check-in system Referral to I & RS Student and/or parent meeting Teacher delivered strategies Parent/guardian is contacted Referring staff is informed that the situation is resolved including recommendations for class level practices In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

4. What Are Decision Pauses and why do we need them? In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

5. What is a Decision Pause? • Decision pauses are intentionally built into the discipline process to slow down reactionary responses • We are most at risk to make implicitly biased decisions when we use reactionary responses: • It is easy to take behavior personally and as a result actions may be driven by our emotions in the moment • Our impulse decisions tend to be driven by our history and biases, often we are not consciously aware of these biases, but they play out in reactionary decisions • Decision pauses help to neutralize these two phenomena by scaffolding decision making with decision points and clear criteria to guide the selection of an option In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

6. Class versus office managed infractions In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

7. Considerations for Making the Distinction Between Class and Office Managed In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

8. Class/Area Managed Infractions Teacher/ staff person manages behaviors that are brief, redirectable, nonthreatening or nondirected In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

9. Office Managed Infractions Behavior is sustained, poses a threat, interferes with the adult’s ability to manage the environment or for routines to continue In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

10. Referral form samples In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

11. Sample Major Infraction Form – Page 1 In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

12. Sample Major Infraction Form – Page 2 In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

13. Sample Combined Form:Teacher Managed and Major Infractions In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

14. Procedures for Class/Area Managed Infractions • Principles for Planning Class-Managed Responses: • Teachers/staff should be using P3 & E on a daily basis – consistent use of prevention practices reduces the likelihood that redirectable infractions will occur in the first place • Teachers/staff should be able to distinguish between idiosyncratic class- managed infractions and patterns of class-managed infraction • Happens once in awhile • Happens on a regular basis – (e.g., at least 2 a week for 3 or more weeks) • Teaches/staff should be able differentiate strategies based on student needs In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

15. Documenting Class/Area Managed Infractions First occurrence • Select 2-3 strategies from the Try First list to implement • Document on theTeacher Managed Infraction Form(TMI) Second Occurrence • Continue use of strategies • Consider 1-2 additional strategies • Document on the TMI form Third occurrence • Continue to use strategies • Consider 1-2 additional strategies • Document the occurrence and strategies on the TMI form Fourth occurrence • Complete the Office Conduct Referral (OCR) form • Send the TMI and OCR form to the office In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

16. Considerations for Documenting Area-Managed Infractions • Defining the criteria for when to begin using the documentation tool: • Behaviors that meet the class/area managed criteria • During the prior 2-3 weeks, the student has been redirected at least twice for the same or similar behaviors (teacher notices a repeated pattern is starting to occur) • How many times to document? • Typically 3 or 4 • What happens once a teacher has exhausted the form? • Office conduct referral to office • Referral to secondary tier interventions In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

17. Sample Staff- Managed Infraction Form In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

18. Responding to the occurrence of behavior In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

19. Redirection Protocol in Action • Provide a CUE • RESTATE the expectation to the class • PRAISE other students performing the expectation • SCAN for a response • PRAISE Cooperation • If no response then, • DECIDE whether to address now or address later • If now, ENGAGE other students in the routine, a task, or activity • Speak to the student PRIVATELY • OFFER options or ASK the STUDENT to generate options • Provide THINK time • PRAISE cooperation • If the student does not respond and the behavior is interfering with the routine refer to your office conduct referral procedures In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

20. Managing a Major Behavioral Concern When a major behavior concern is happening, prioritize: • Manage your emotional response • Use de-escalating interactions • Ensure the safety of all students • Maintain continuity of the routine

21. Manage My Emotions In partnership with NJDOE OSE funded by IDEA funds - Part B 2018-2019

22. Manage Your Emotional Response • Maintain an Internal Calm • Plan ahead for personal strategies that help you maintain a calm state (e.g., deep breaths, have a focus point, muscling flexing, etc.) • Remind yourself that the student’s behavior is not personal • Project Calmness • Maintain neutral facial expressions • Speak at a lower volume • Relax muscles • Use an attentive body posture (head up, shoulders back) • Use a confident voice • Use a steady - even tone of voice • Use short action-oriented prompts • Stay solution-focused with the student (‘how can I help you?’ ‘what do you need?’)

23. Use De-Escalating Interactions Tone • Use a quiet, neutral and attentive tone • Approach the situation as a teachable moment Language • Use objective, neutral and supportive language • Label emotions and behavior (not the student) • Paraphrase and mirror the student’s statements • Choose words that operationalize what you want the student to do. • Neutralize the power struggle (don’t respond to everything the student says, if safe, move away from the student) Caring Disposition • Display empathy and concern • Provide social coaching to help the student make a good choice • Offer options for how they can handle the situation • Give a opportunity to take a break • Offer opportunity to talk with someone

24. Maintain Safety and Continuity Safety Is everyone safe? Maintain the Routine Is there a way I can maintain the continuity of the instruction or the routine while managing the problem? Yes No • How can I engage students in an activity to minimize instructional loss? • How can I provide increased structure to help students maintain the routine? • How can I use praise/tickets to help students stay on track? • Cooperation • Engaged • Helpful • Safe Choices • Who can help me maintain the routine? • Another adult in the room? • Another adult nearby (e.g., buddy teacher, security)? • A designated responder • Move the student out of the area? • Move the other students out of the area? • How can I position everyone to ensure safety? • Who can I call to access help?

25. P3 & E Prevention Practices In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

26. Core Prevention Practices P3 & E In partnership with NJDOE OSE funded by IDEA -Part B 2019 - 2020

27. Teacher try first strategies In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

28. TEACHER TRY FIRST STRATEGIES: Behavior Occurs to Avoid Academic Work or Routines • Reduce the difficulty level academics / tasks by: • Adjusting the quantity of work or ‘chunk’ tasks • Adjusting the complexity of tasks or concepts • Helping the student get started • Teaching the student to ask for help or request a work adjustment • Using a preferred work option (e.g., computer) • Pairing with a peer to complete tasks • Teaching the student to ask for help or a break • Allowing the student to complete the assignment in a way that matches their interests and skills (e.g., state answers instead of write them, type instead of write, draw picture and explain) In partnership with NJDOE OSE funded by IDEA -Part B 2019 - 2020

29. TEACHER TRY FIRST STRATEGIES: Behavior Occurs to Avoid Academic Work or Routines Help the student to understand the task or directions by: • Clarifying the instructions • Providing instructions in writing • Providing a model or sample of a completed items • Reducing the number of instructions provided at one time • Reducing the complexity of the instructions • Eliminating competing or distracting stimuli (e.g., clear off desk, etc.) Help the student to better understand the material by: • Illustrating concepts using different formats (photographs, print, video, audio, graphics, etc.) • Providing booster instruction to address the academic deficiency • Providing supplements (e.g., anchor charts, graphic organizers, study notes, chapter outline, etc.) • Previewing concepts, vocabulary, and main ideas ahead of whole group instruction In partnership with NJDOE OSE funded by IDEA -Part B 2019 - 2020

30. TEACHER TRY FIRST STRATEGIES: Behavior Occurs to Avoid Academic Work or Routines Increase motivation by…. • Using materials, tasks, etc. that are preferences for the student • Offering a choice of two different types of tasks / assignments that accomplish the same academic goal • Give a choice regarding the number of work items to complete (e.g., assignment is to write 3-4 • paragraphs. Ask student, do you want to write 3 paragraphs or 4 paragraphs • Offering an incentive for meeting a work completion goal (e.g., 5 minutes of free time when completed) • Using a “When…then…” or “If…then…” statement • Pairing with a peer to do work together • Providing the parent / guardian with school tickets to give the student at home for positive behavior. • The student brings the tickets back to school to use • Making at least one positive contact a week with a parent / guardian (e.g., praise note or phone call) • Providing frequent behavior specific praise for engaging in work • Providing frequent encouragement • Relating content to future goals, local issues or problems familiar to students • Providing opportunities to respond (e.g., hold up response cards to answer questions posed to the group) • Using behavioral momentum. Start with small-easy task (e.g., choose writing utensil, write name on paper). Give praise (e.g., “Thank you for putting your name on your paper). Then, ask to do another item. Praise cooperation, then ask to do one or two more itemsand repeat praise and requests until it seems likely that they will complete In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

31. TEACHER TRY FIRST STRATEGIES: Behavior Occurs to Avoid Transitions • Provide advanced notice of the transition “get ready in 1 minute…” • Provide a prompt of what is expected before the transition “Remember go straight to your seat and hands to yourself” • Review the steps or sequence of the transition • Use an “When….then….” or “If…then….” statement (e.g., If you keep your hands, feet & objects to yourself in the hallway then you will have earned a special snack at the end of the day”) • Assign the student a leadership role during the transition • Pair the student with a buddy • Develop a predictable schedule with the student to talk to a preferred person • Make at least one positive contact a week with a parent / guardian (e.g., praise note or phone call) • Provide the parent / guardian with school tickets to give the student at home for positive behavior. The student brings the tickets back to school to use. • Keep the routine consistent daily • Describe how the class or activities will occur (e.g., we will read for 10 min then independently answer the questions for 15 min before coming back to discuss all together) In partnership with NJDOE OSE funded by IDEA -Part B 2019 - 2020

32. TEACHER TRY FIRST STRATEGIES: Behavior Occurs to Avoid Adult Requests Enhance the appeal of requests and directions by: • Providing advanced notice that the request is coming • Offering a choice of two options • Asking the student to generate two options • Pairing with a peer to complete the request • Providing a short break before starting the request • Incorporating student interests or preferences • Speaking to the student privately so they do not feel ‘on the spot’ • Softening the phrasing of the request • Providing the student with the opportunity to ‘negotiate’ the task (e.g., how many or which problems to complete) • Providing space for self-direction. Deliver the request in a simply stated way (e.g., you need to complete items 4-12), then say you will come back in a few minutes to check on their progress or just walk away and check back in a few minutes. Praise any progress. Repeat as needed. • Offering the directions in writing to reduce interaction (e.g., write on board, write on sticky note and place on desk) In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

33. TEACHER TRY FIRST STRATEGIES: Behavior Occurs to Avoid Adult Requests Increase motivation to follow requests by: • Praising cooperating students in the area, give out tickets • Building in an incentive by using a “When...then…” or “If…then…” statement (e.g., “When you are finished then you can have 5 minutes on the computer”) • Building in an incentive by developing a cooperation goal (e.g., “When you earn 10 cooperation points, you will have lunch in the VIP lounge with a friend”) • Praising cooperation • Making at least one positive contact a week with a parent / guardian (e.g., praise note or phone call) • Providing the parent / guardian with school tickets to give the student at home for positive behavior. The student brings the tickets back to school to use • Giving a choice in how the task can be completed (e.g., you can type or write, you can draw a picture or explain) In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

34. TEACHER TRY FIRST STRATEGIES: Behavior Occurs to Avoid Adult Requests Support the student to make a positive choice by: • Giving the student 1-2 minutes to think about the options • Modeling the expected behavior • Helping the student to get started • Reminding the student of something preferred that will be happening afterward • Providing praise and encouragement for any attempts to start • Teaching the student to ask for a break • Remind student of the expectations and allowable options to manage frustration (e.g., ask for a break) • Provide praise for successive approximations (i.e., behavior in the direction of the goal). For is supposed to be working but out of their chair but then they sit down, praise the sitting behavior because that is closer to the behavior of getting work done then being out of their chair. In partnership with NJDOE OSE funded by IDEA -Part B 2019 - 2020

35. TEACHER TRY FIRST STRATEGIES: Behavior Occurs to Gain Adult or Peer Attention Increase positive adult contact by: • Greeting the student at the beginning of class • Having a predictable positive contact at the beginning, middle and end of class • Using the school-wide tickets with the student at least 2x during the class period • Using a strategy such as ‘Talk Tickets” so that the student can schedule a predictable time to talk with you • Using praise / encouragement post-it notes • Adjusted seating to be closer to the teacher • Teaching the student to request to talk with someone (e.g., using Talk Tickets in the class or making an appointment with the school counselor In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

36. TEACHER TRY FIRST STRATEGIES: Behavior Occurs to Gain Adult or Peer Attention Increase social attention through parent contact by: • Providing the parent / guardian with school tickets to give the student at home for positive behavior. The student brings the tickets back to school to use • Making at least one positive contact a week with a parent / guardian (e.g., praise note or phone call) • Inviting the parent / guardian in for a “praise” conference (i.e., to talk about positive accomplishments the student is having) • Have a positive parent communication log Increase the student’s sense of importance or value by: • Assigning the student a leadership role in the classroom • Engaging the student in a special project with the teacher or other key staff person • Having the student read or volunteer in a younger grade • Asking for the student’s opinion (e.g., what order do you think we should do this? What topic should we cover next—A or B? In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020