SEB Committee Meeting

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S/E/B Committee Meeting
Tuesday, February 17, 2009
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Agenda

• Preview of Days Activities
• Review/Realignment of Objectives
• Overview Sharing Out of 7
  School-wide Action Plan Components
• Next Steps
• Next Meeting March 13, 2009

3
SEB Study Progress

• Objective 1 Integrate Vision Statements with
  PGP LTS
• Objective 2 Develop a School-Wide Data
  Collection
• Objective 3 Define Common Terminology
• Objective 4 Identify Prevention Strategy for
  RtI CORE
• Objective 5 Identify Interventions for Tier 2
  3 of RtI
• Objective 6 Develop Relationships with
  Community Agencies
• Objective 7 Investigate Alternative Programming
  for Tier 3 Students

4
Today

• We will define each component
• What is it?
• Why is it important?
• What needs to be in it to be effective?
• We will share local examples of each component

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Elements of an S/E/B Action Plan School-wide
Level

• 1. Common approach to discipline- proactive and
  positive-Philosophy/Goals
• 2. Clear set of positively stated behavioral
  expectations- School-wide rules
• 3. Clear definitions of behavioral expectations
  in classroom and non-classroom settings-MATRIX
• 4. Procedures for teaching monitoring expected
  behavior-Lesson Plan, KWLs, Curriculum
  Integration
• 5. Continuum of procedures for encouraging
  expected behavior-Acknowledgement System
• 6. Procedures for discouraging inappropriate
  behavior-Continuum of Corrections
  (Classroom/Administrative), ODR Form/Process
• 7. Procedures for on-going monitoring
  evaluation-Data collection process

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School-wide S/E/B Action Plan

• Insert School Name

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School-Wide Behavioral Action Plan

• Define
• Teach/Monitor
• Acknowledge
• Correct
• Evaluate

8
Establish School-wide Behavioral Expectations

• Example
• Dr. Howard Elementary School
• Be respectful
• Be responsible
• Be there/be ready
• Follow directions
• Hands/feet to self

9
May Watts
10
Georgetown
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School-Wide Behavioral Expectations

• PURPOSES
• Defines the Expected Behaviors for Specific
  Settings.
• hallways, classrooms, gym, cafeteria, commons,
• bus loading, bathrooms, assemblies, playground
• Creates the Curriculum that will guide the
  teaching of expected behaviors.
• Enhances communication among staff and between
  students and staff.

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School-Wide Behavioral Matrix

• Guidelines
• State definitions positively
• Use common and few words
• Show what the behavior looks like
• In addition, think about Building relationships
  and Social Contracts within the classroom
  system.

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Sharing Activity

• What expectations do you have in your buildings?
• 3-5 Positively Stated?
• Are they defined for specific areas of the
  building?
• Other ideas

Individual Notes Template Big Paper/Whole Group
Share Out
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Establish Procedures for Teaching Behavioral
Expectations
Teach behaviors like we Teach academics
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The discipline strategies which are used most
often and are the least effective

• Punishment

• Exclusion

• Non-contextual Counseling

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What works?Instructional Approach

• Behavioral expectations are taught directly,
  practiced, and reinforced -- just like
  academics.
• Teams develop Behavior Lesson Plans to guide
  classroom instruction and practice of behavioral
  expectations.
• Pre-correction is used to get the expected
  behavior.
• School-wide reinforcement systems are developed
  to ensure expected behaviors are displayed in the
  future.

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Sharing Activity

• How do you teach behavioral skills in your
  buildings?
• Do you have lesson plans?
• Do you calendar out when you will teach specific
  skills?
• Other ideas

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Establish Procedures for Acknowledging
Expected Behaviors A Reinforcement System
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Establish Procedures for Acknowledging Expected
Behaviors

• Tangible Rewards (immediate, frequent)
• High 5 Tickets, Caught Being Good, All Star
  Gotchas, Being Unusually Good (BUG), The Gold
  Card Privileges
• Intermittent (Unexpected) Rewards
• Hi Five Surprises, Hi Five Button Calls,
  Skill-of- the-Day, Raffles
• Social Recognition
• Brag boards with Polaroid's, Newsletters,
  Good-News Phone calls to parents

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Purposes of Rewards/Acknowledgements

• Teach new behaviors
• Maintain expected behaviors
• Encourage/establish expected behaviors that are
  infrequent or non-fluent
• Strengthen replacement behaviors that compete
  with problem behavior

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Guidelines for Using Rewards/Acknowledgements

• Move from
• other-delivered to self-delivered
• highly frequent to less frequent
• predictable to unpredictable
• tangible to social
• Individualize by
• Student brainstormed menu of reinforcers
• Grade level
• Patterns revealed in the data
• (i.e., time of the year, activity, etc)

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• Provide Booster Sessions During Targeted Times
  of Year
• Vary school-wide rewards
• Vary class individual rewards
• Include students in brainstorming and designing
• Increase density/frequency of rewards

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Examples- Welch
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Longwood
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(No Transcript)
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Young
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May Watts
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Sharing Activity

• Is there a School-wide Acknowledgement System in
  your buildings?
• How do students know when they are doing things
  correctly in your buildings?

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Establish Procedures for Correcting
Inappropriate Behaviors A Discipline System
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What to do with Inappropriate Behaviors

• Least effective
• Punishment
• Exclusion
• Non-contextual Counseling

• Most effective
• Prevention
• Instructional
• Acknowledgment
• Correction

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Establish Procedures for Managing Inappropriate
Behavior

• Levels of Behavior
• Office vs Classroom-Managed
• Support teachers in designing classroom systems
• Pre-correction Strategies
• Possible Consequence List
• Data Collection System
• ODR
• Flow Chart
• Different responses/options for intense/chronic
  kids
• Layered Responses

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108 Primary
Examples of Level One Misconduct Classroom
disturbance Dishonesty Failure to carry out
directions (homework included) Tardiness Playgroun
d misconduct Lunchroom misconduct Bus
misconduct Defiance
Consequences which may occur for any given
offense Notification of unacceptable
behavior Classroom Management Plan Conference
with student and/or verbal reprimand Conference
with parents (by phone or in person) Withdrawal
of privileges Detention (recess or after
school) Behavioral contract Counseling Temporary
removal from classroom
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Continuum of Consequences

• Classroom-Managed
• Natural Consequences
• Loss of privileges to provide re-teaching time
  -stay in seat, lose points, add work, add
  minutes, change seating, proximity control, lose
  field trips
• Conferences
• Apologize
• Parent Contacts
• Problem-solving
• Visual reminders

• Office-Managed
• Principal Conference
• In-school suspension
• Suspensions
• Group Interventions
• Schedule change
• Change of placement
• Service Learning
• Re-entry Program

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Sharing Activity

• Are there Office vs Classroom-Managed Behaviors
  outlined in your buildings?
• Continuum of Consequences for classroom?
• Flow Chart?
• Other

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Establish Data Collection System

• Coherent system in place to collect office
  discipline referral data
• Faculty and staff agree on categories
• Faculty and staff agree on process
• Office Discipline Referral
• School Team look at data for patterns

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Sharing Activity

• What kind of data related to discipline is your
  building collecting?

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End of Action Plan Component Overview

• Questions
• Comments
• Concerns
• Move on to Next Steps

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Next Steps

• Next Meeting-March 13
• August Training (SIT Model)
• Year 1 Roll Out
• Building Core Components Baseline Data
  Collection
• Year 2 Roll Out
• Intervention Training for Tier 2 3 Action
  Planning based on Building Need

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Questions/Concerns/Closure

• Please take time to complete the Quality Quadrant
  Feedback Form at your table!
• Be specific!!!
• Thank you for joining us today!