Behavioral Learning Guides: New Language Review

1. Behavioral Learning Guides:New Language Review Christopher M. Pape J.R. BrooksAttorneys for the Board of Education 7/21/2016

2. Overview • Reminder of Topics from Last Week • General Working of the Behavioral Learning Guides • New Provisions • Questions

3. The BLGs Use Levels of Response • The BLGs have Levels of Response instead of Classes of Offenses • Inappropriate student behaviors are assigned to multiple Response Levels • As a student repeats a behavior, the teacher and administrator have a clear set of progressive responses • Each Response Level provides a procedure for correcting and reprimanding a student • Response Strategies: Techniques for helping a student regain self-control and to end inappropriate behavior • Disciplinary Consequences: The sanctions for a student’s failure to meet behavioral expectations • Interventions: A measure or series of measures designed to remedy the cause of student’s behavioral issues

4. There are 5 Different Response Levels

5. Proactive Classroom Measures Added to the BLG

6. Proactive Classroom Measures Added to the BLG

7. Proactive Classroom Measures Added to the BLG

8. Responses Strategies, Disciplinary Consequences and Interventions As you read about each, keep the following general timeline in mind as it will help you better understand how each of the three actions should be used: • First, a student begins to act inappropriately. • Second, the student’s teacher uses a Response Strategy to help the student regain self-control and to stop the inappropriate behavior. • Third, if appropriate, the student’s teacher may select a Disciplinary Consequence to help support the student in repairing the harm he or she caused with their inappropriate behavior; and • Fourth, if the inappropriate behavior is repetitive or severe or the teacher determines for another reason that an Intervention may be beneficial, the student’s teacher will implement an Intervention to help shape the student’s behavior. Most Interventions are meant to be done over a period of time and should not be considered immediate fixes to a student’s behavioral issues. However, certain Interventions may also be used to proactively address and/or prevent inappropriate behavior at any level. Level 2, 3, and 4 Disciplinary Consequences must be paired with an Intervention.

9. Accidental Behaviors and the TAB Out Response Received Clarification Accidental Behavior: • “The Behavioral Learning Guide is not intended to address accidental student behavior, and there are usually no Disciplinary Consequences for accidents. “ TAB Out Program • “TAB Out provides an opportunity for students to correct their behavior in a new environment. Students move to another teacher's classroom, with the receiving teacher’s permission, where they pull themselves together and reflect on their behavior. Once this is completed, students return to their classroom and are welcomed back by the teacher. Upon the student's return to the classroom, at an appropriate time, the teacher talks with the student about the behavior. Student will be supervised during TAB Out.”

10. Silent Lunch and Student-Led Parent/Guardian Conferences Added to the BLGs Silent Lunch: • “A student eats his or her lunch silently. The student may be required to have lunch in another location such as the teacher’s classroom.” Student Led Parent/Guardian Conference • Same as a parent/guardian conference except that the student is responsible for leading the meeting. This allows the student to share his/her strengths and areas in need of improvement. NOTE: Parent/Guardian Conference is defined as • Parents/guardians, school personnel and the student sit down together to discuss the student's behavior and identify potential solutions to address the cause of the behavior.

11. Expanded Restorative Practices Section In addition to Restorative Actions and Conversations, the BLGs now contains descriptions of Restorative Circles and Conferences. • Responsive Circles: Responsive Circles may be used to address challenges that arise by encouraging joint accountability and empowering students to set or reset positive classroom norms. Students typically sit in a circle and everyone has the opportunity to voice their perspective. A facilitator asks a series of questions, such as the Restorative Conversation questions above, to guide the discussion. • Restorative Conferences: Conferences may be held for more serious incidents. During the conference, participants (including, but not limited to, a facilitator, the student, a parent or guardian, the student’s support network, any individuals negatively impacted by the student’s actions) have an opportunity to voice their perspectives and the facilitator asks a series of questions to guide the exchange among the participants. The participants jointly develop a plan to repair the harm and prevent future incidents.

12. Clarification for Surrender for Safety Illegal Drugs and Controlled Substances were removed from Surrender for Safety: • In developing this document, District and school-level personnel learned of a policy called “Surrender for Safety” that is used by other school districts around the country. This policy recognizes that students make mistakes and may unintentionally bring inappropriate items to school, but also that students can learn from these mistakes. • If a student voluntarily surrenders possession of a prohibited item to school personnel before being asked about the item, being discovered to be in possession of the item, and using the item, the student will not be subject to the Disciplinary Consequences called for by the Behavioral Learning Matrix. • Prohibited items include any weapon, other than a firearm as defined by federal law, and any other inappropriate item, other than a controlled substance or illegal drug.Inappropriate items include, but are not limited to, alcohol or any other inappropriate item/material (i.e., fireworks, smoke bombs, etc.). Using an item includes, but is not limited to, threatening any other student and/or actually harming another student with a weapon or drinking, ingesting or taking alcohol.

13. Changes to the Matrix

14. Changes to the Matrix

15. Changes to the Matrix

16. “Without Consent” has Been Added to the Glossary • Without Consent – means by use of force, weapons, threats, coercion, or intimidation; when the recipient is incapable of consent; or where the recipient does not agree to the physical contact or sexual act.

17. The Dress Code has Received Been Tweaked Based on Administrator Feedback The substantive changes are as follows: • All pants, shorts, skorts, skirts and dresses must fit securely around the waist and completely cover the student’s hips, bottom, and undergarments. Slits in skirts and dresses must not be any higher than the tip of the students’ fingers while their arms are resting at their side. • Pants or jeans that have holes above the knee may only be worn if opaque tights, leggings, or shorts are worn beneath. Holes in pants may not reveal the student’s hips, bottom, or undergarments. • Halter and spaghetti strap tops and dresses are not allowed. Sleeves must completely cover the student’s undergarments (ex. bra and bra straps). Sleeveless shirts with revealing necklines or armholes (i.e. sleeveless tank tops meant to be worn as undershirts) are not permitted. • All yoga pants, tights, leggings, or jeggings must cover the student’s hips, bottom, and undergarments and must be covered by shorts, skirts, shirts or dresses that completely cover the student’s hips and bottom.

18. The Dress Code has Received Been Tweaked Based on Administrator Feedback Elementary contains a provision unique to it: • Additionally, when applying this dress code, elementary school teachers and administrators should consider all violations in the context of the student’s age, and the dress code should only be loosely applied to students below grade three.

19. Questions?

20. Behavioral Learning Guides:New Language Review Christopher M. Pape J.R. BrooksAttorneys for the Board of Education 7/21/2016