Supporting All Students: How ECP D eveloped and Implemented a Tiered B ehavior System

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

2. Supporting All Students Do Now Do Now: 1. List 10-15 misbehaviors that have happened in the past month, and how you responded to each—try 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?

3. Supporting All Students Agenda and Introductions Do Now Our Process Aims Developing Proportional Response Mindset Creating Our Tiers Practicing ECP’s Tiers Creating Your Tier Definitions and Procedures Practicing Your Tiers Equipping Teams Action Plan Feedback

4. Supporting All Students Rationale • 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)

5. Supporting All Students Goals Support All Teachers Support All Students and Dramatically Lower Suspension Numbers

6. Supporting All Students Goals • 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 students

7. Supporting All Students New Data • 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 and3 suspensions (3 missed days of instruction)

8. Supporting All Students Our Process • Use Response to Intervention and Positive Behavior Support Models • Our 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) Maximizetimefor high impact instruction

9. Supporting All Students Our Process • 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.

10. Supporting All Students Our Process

11. Supporting All Students Aims 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.

12. Supporting All Students Developing Proportional Response Mindset “What is the virtue of a proportional response?” – West Wing

13. Supporting All Students Developing Proportional Response 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?

14. Supporting All Students Developing Proportional Response Mindset “What is the virtue of a proportional response?” – West Wing

15. Supporting All Students Creating Our Tiers

16. Supporting All Students In the moment, minor or major? Student Misbehavior Teacher 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) 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 students

17. Supporting All Students Tier 1 Definition What you would expect from a middle school classroom—kids 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/feet

18. Supporting All Students Tier 2 Definition Still what you would expect from a middle school classroom—kids 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 disrespect

19. Supporting All Students Tier 3 Definition These behaviors are a more serious breach of our school’s 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 verystern redirect to immediately stop student behavior, send the student to the office, andcontact 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, cheating

20. Supporting All Students Tier 4 Definition These 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 Code

21. Supporting All Students Practicing ECP’s Tiers • 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.

22. Supporting All Students Creating Your Own Tiers • Work with your team: • Choose how many tiers your team needs • Choose how will you define each tier • Re-define tiers, and then re-categorize behaviors from Do Now based on the tiers you created

23. Supporting All Students Break

24. Supporting All Students Do Now # 2 Without looking back at your definitions (unless you have to!), summarize the definitions of the tiers that you created.

25. Supporting All Students Equip Teachers to Use Tiered System 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.

26. Supporting All Students Practicing Your Tiers Tiering “Pop” Practice Based on your tiers, how would you categorize the following behaviors?

27. Supporting All Students Equip Teachers to Use Tiered System Create Tier 1 Grid & Practice

28. Supporting All Students Equip Teachers to Use Tiered System Create Tier 1 Grid & Practice

29. Supporting All Students Equip Teachers to Use Tiered System Check-in and create Tier 2 Grid & Practice

30. Supporting All Students Action Planning and Next Steps

31. Supporting All Students Closing and Feedback Which parts of today’s 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 you’d 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)? Thank you!