Student Conduct and Discipline Nuts and Bolts Training

1. Student Conduct and Discipline Nuts and Bolts Training September 1, 2011 Tammy Jackson, Assistant Director of Student Services tjackson@pps.net 503.916.2000 ext. 71004

2. Agenda • Overview of RTI and PBIS: a framework for intervention • Review of current policies and procedures • LUNCH • Office Discipline Referral Process: AKA stages of misbehavior • Introduction to Intervention Services • Using Data for Decision-Making • Where to Go for Help

3. Overview of RTI and PBIS: a framework for prevention and early intervention

4. The Background

5. ** Examples of Risk-Producing Conditions that Can be Barriers to Learning E n v i r o n m e n t a l C o n d i t i o n s Person Factors Neighborhood >extreme economic deprivation >community disorganization, including high levels of mobility & unemployment >violence, drugs, crime, etc. >minority and/or immigrant isolation >Lack of positive youth development opportunities Family >chronic poverty >domestic conflict/ disruptions/violence >parent/sibling substance abuse or mental illness >modeling problem behavior >abusive caretaking >inadequate provision for quality child care School and Peers >poor quality school >negative encounters with teachers >negative encounters with peers &/or inappropriate peer models >many disengaged students Individual >medical problems >low birth weight/ neurodevelopmental delay >psychophysiological problems >difficult temperament & adjustment problems >inadequate nutrition and health care Adelman and Taylor UCLA School Mental Health

6. School is a key environmental factor in child development • “First grade is a major transition for both child and family. “ • “First grade is generally the first place where all children---that is those at all levels of risk of school behavior problems can be found” From Addiction Science and Clinical Practice, Vol. 6, Issue 1, July 2011, The Good Behavior Game an the Future of Prevention and Treatment, Kellam, Mackenzie, Brown, Paduska, Wang, Petras, Wilsox

7. Take away • Prevention science teaches us that life success is determined by two things: the kid and environment. • Schools, particularly teachers, play a major role in a child’s future school and life success.

8. School Environment: What does your school have in place to welcome and engage all at the beginning of the school year?

9. PBIS What is it? • A framework for a comprehensive continuum of support and intervention that addresses barriers to learning and promotes healthy development • Includes teaching social, emotional, and behavioral skills needed to be successful in school and life • Addresses school environment • Through a data driven process provides student supports and early interventionswhich enable the student to learn

10. Where did PBIS come from? • Prevention Science Came to School • Public Health and Prevention Science • The role of the University of Oregon (Sugi, Horner, Sprick, Sprague) • Any connection to Response to Intervention (RTI)?

11. ACTIVITY • What do you think social, emotional, and behavioral wellness looks like? • Use post its for your answers • Share answers in triads • Place post it on large chart paper around room • Call out whole group

12. 3-tiered model of prevention and behavior support Intensive (Few 3-5%) Strategic/Targeted (Some 10-15%) Core/Universal (All) BUILT ON A CULTURALLY AND LINGUISTICALLY RESPONSIVE FOUNDATION

13. PBIS and RTI Common Vocabulary • Core (ALL) • Universal screening • ALL students • Preventive & proactive • Strategic (5-15%) • Some students (at risk) • Targeted-small group • High efficiency • Rapid response • Progress monitoring • Intensive (1-5%) • Individual students • Assessment-based • High intensity • Progress monitoring

14. Core/Universal--Tier 1 (ALL) Students with 0-3 behavioral referrals • School-wide expectations defined and taught • Effective instruction and effective classroom management with differentiated instruction • Expectations reinforced (ratio 4:1) • Effective supervision • Fluent corrections for early-stage misbehavior (see CHAMPs and Teacher Encyclopedia) • Social/emotional skills instruction (e.g. Second Step, bullying prevention, etc.) • Parent engagement • Grade level/peer teacher teams • Progress monitoring tools (data collection tools) • Attendance procedures • Universal Assessment • Before and after school programs/support

15. Activity • In groups of approximately four • Review components of tier 1 • Share your current level of implementation • Identify 3 barriers to full implementation • Write on post it, place on large poster

16. Targeted--Tier 2 (Some 10-15%) Students with 3-5 behavioral referrals • Check-in/check-out • Attendance phone calls/letters • Parent/student/teacher/administrator conferences • Individual student problem solving team • Targeted social/emotional skills instruction groups (e.g. conflict management, anger management, organizational skills, etc.)* • Targeted parent support groups and training (e.g. Insight, Guiding Good Choices, etc.)* • Simple behavior plan— considering the purpose of the behavior • Meaningful work/job assignment* • Progress monitoring tools (on task monitoring form, replacement behavior worksheet, ratio or interactions) • Mentoring* • Modify procedures/increase supervision in non-classroom settings (Structured recess and/or lunch)

17. Intensive—Tier 3 (Few 3-5%)Students with more than 5 behavioral referrals • Behavior Support Plan (with FBA) • Collaborative Problem solving • Special education evaluation • Mental health evaluation referral • Alcohol/Drug evaluation referral • Progress monitoring • Wraparound services (i.e., Direction Services Community Resource Team) • Threat Assessment • DESCC (grades 6-12) • Major Suspension Program (MSP)

18. Strategies to Increase Responsible Behavior and Reduce Irresponsible Behavior • Teach the behaviors you what to see • Don’t assume… • Students understand the first time you teach them • Remember we all code switch, even kids • Be positive---Reinforce behaviors you want to see • Think functionally • Be collaborative with the student, families, and community partners when addressing concerning behaviors • Intervene at the lowest level possible

19. Activity • In groups of approximately four • Review components of tiers 2 and 3 • How do you ID students who need tier 2 and 3 supports • Identify 3 challenges in working with students who need tier 3 supports • Write on post it, place on large poster

20. Effective Leadership Teams • School climate teams, Foundations teams, PBIS teams, all are for the purpose of using data to guide decisions and planning to maintain a safe and healthy school which promotes well-being for students and staff. • Membership (admin. Counselor, teachers –grade level representation, specials, sped, etc.) • Meets regularly (monthly) • Assigned roles • Keeps a record • Has an agenda • Connects to work of site council and SIP for more parent community input

21. The Improvement Cycle and Data Driven Decision-Making

22. Data Wise Process • Prepare • Organize for collaborative work • Build Assessment Literacy • Inquire • Create data overview • Dig into data • Examine instruction and practices • Act • Develop an action plan • Plan to assess progress • Act and assess

23. Activity • What does your school do to address key factors causing learning and behavior problems? • What is being done to do this work better? • Pair Share • Call out whole group

24. Review of Current Policies and Procedures

25. PPS Discipline Policy

26. New PPS Discipline Policy 4.30.010-P • Committed to positive, respectful and inclusive safe and drug free learning communities, ensures equitable outcomes in discipline and maximizes time in school • District staff-use principles of positive behavior support and effective discipline practices and cultural competency Handout: Link to PPS website re Board policies and directives http://www.pps.k12.or.us/directives-c/pol-reg/4/30/010_P.pdf

27. Policy continued-Discipline Principles • Discipline procedures should prevent misbehavior before it occurs • Personnel shall make every reasonable effort to first correct misbehavior through family and school-based resources • Discipline should be equitable, timely, fair, developmentally appropriate, and match the severity of the student’s behavior • Discipline should start at the lowest level possible • Discipline should teach student to behave in ways that contribute to academic and behavioral success, and support school environment

28. What the policy means • Commitment to equity in disciplinary outcomes • Focus on prevention and early intervention • Move away from reactive and exclusionary strategies to manage student misconduct • Much greater accountably

29. Discipline The general flow

30. Activity—Beliefs matter • Read scenario • Silently answer questions on front of page • Share in small group your beliefs • Large group report out

31. Investigation of Student Incidents December 2007

32. Goal • Establish a preponderance of evidence/information. • Interview • Searches???

33. Interview • Systematic analytic process directed at providing timely pertinent information relevant to the situation on hand thus aiding the investigative process and solidifying how the chain of events actually took place.

34. Tips to Interviewing • Be detached • Take your time • Interviews should be done individually…keep kids apart • Look for proof…what was seen and/or heard by the reporter • Document Document, Document

35. Investigations Process Continued • Students who have consumed alcohol/drugs should be isolated and held until parents/guardians pick them up or give permission for students to be released for home. • Hold all evidence in a secure place (indicate date and signature of receiver on the evidence). School Resource Officer (SRO) will collect evidence. If SRO takes evidence prior to a hearing please take a picture for the hearing of the item(s).

36. Weapons • ALWAYS contact Student Services when ANY weapon is discovered at school. • Student Services works with Security Services and determines weapon type • We then inform you of your disciplinary options and find the best intervention fro the student given legal parameters

37. More Investigation Process • If the incident is A/D related, check eSIS for priors. [Remember if something looks funny in the eSIS history, check the. cum] • If incident involves: weapons of any type, internet violations, and/or occurs off campus or before or after school administrators or designees must call the Student Services

38. More Investigation Process • Notify key school staff and parent/guardian of the investigation and any disciplinary action or hearing. • Contact Principal, Student Services, or RA if you have questions. • Know your resources.

39. Biggest Mistakes • Moving too quickly without complete information • Not having physical evidence or picture of evidence when there is such evidance • Not keeping good records

40. Keeping Track of Information • Notes as part of an investigation • ESIS Incident Module as a running record

41. So, Now What? Major disciplinary responses

42. When Exclusion Does Need to Happen A time to re-group

43. The Basics of Discipline • Misbehavior occurs at a level that is referred to the office (“A Referral”) • Office admin./SMS investigates and talks to the student (Investigation and Due Process) • Office admin./SMS determine consequences and/or interventions

44. Suspension

45. In School Suspension (ISS) Considerations

46. Why choose ISS? Is ISS an effective strategy?

47. Characteristics of Effective ISS Programs • Designated administrator who is able to pursue other actions when an inappropriate referral is made • Requires teachers to provide daily assignments, resources, and materials to referred students • Provides a counseling component • Notifies and engages parents • Procedures for monitoring and follow-up

48. Characteristics of Effective ISS Programs • Holds students accountable for school assignments AND involves some type of rehabilitation or functional behavior assessment • Has a clear statement of purpose • Written procedures developed by teachers, parents, and students clearly stating how students are assigned and referred to ISS

49. Characteristics of Ineffective ISS programs • Assignments don’t come with students • Little or no time spent on addressing the behavior that lead to the ISS assignment • Lack of follow-up allows students to fall back into old patterns of behavior

50. Additional Recommendations • Use data to monitor program effectiveness • Use school-wide school climate strategies • Teach the rules (involve staff, students, and parents in establishing the rules) • Establish a peer mediation program • Reinforce positive behaviors