BUILDING A POSITIVE AND SAFE SCHOOL CULTURE AND

CLIMATE 2018-19

BUILD A LEGACY

OBJECTIVES ❖ We will review 2017-2018 Discipline Data. ❖We will distinguish between teacher managed and office managed behaviors. ❖We will review the Discipline Referral Process. ❖ We will establish the importance of explicitly teaching expectations and

building relationships.❖ We will summarize the components of CHAMPS.❖ We will review characteristics, triggers and teaching strategies when working

with student with ED, AU, and ADHD. ❖ We will review Teach Like a Champion techniques.

CURRENT DATA Discipline Type 16-17 17-18 Change

Total Referrals 639 627 -12

Classroom Offenses 577 552 -25

In School Suspensions 17 28 +11

Out of School Suspensions 36 34 -2

Number of students referred 142 (25% of student population)

126 (21% of student population)

-4%

SETTING AND CLARIFYING EXPECTATIONS

WHAT IS CHAMPS?

• CHAMPS is designed to help you develop an effective classroom management plan that is proactive, positive, and instructional. CHAMPS is a system of expectations that works with any set of rules, rewards, or consequences that you are already implementing. CHAMPS is part of Randy Sprick’s Safe and Civil Schools and is a research-based program with over thirty years of classroom research. The acronym CHAMPS reflects the expectations that, you, as a teacher, need to clarify for students during every activity and transition in your classroom or around the building.

• https://www.youtube.com/watch?v=Kxk2sKz3aOs&t=45s

CREATING A COMMON LANGUAGE WITH CHAMPS • The CHAMPS acronym stands for:• Conversation: Can students talk to each other during this activity?• Help: How do students get the teacher’s attention and their questions answered?• Activity: What is the task/objective? What is the end product?• Movement: Can students move about during this activity?• Participation: How do students show they are fully participating? What does work behavior

look/sound like?• Success: When students meet CHAMPS expectations, they will be successful!

YOUR TURN

•Complete CHAMPS Management & Discipline Planning Questionnaire

•Create a CHAMP for a daily classroom activity and transition with your grade level team

REVIEW OF COMMON AREA CHAMPS

REVIEW OF COMMON AREA CHAMPS

COMMON AREA EXPECTATIONS

CHARACTER COUNTS

SANFORD HARMONY- SEL •Meet Up -Welcome, Share, Community Check-In, Quick Connection

•Buddy Up -Assign weekly buddies - Select and facilitate activities and routines appropriate for partners using Quick Connection cards

Intentional strategies build healthy relationships.

BEHAVIOR INCENTIVES

•School Wide Palomino buck system•School Store •Pride Rally•Punctual Palominos

MENTAL HEALTH AWARENESS IN SCHOOLS

• According to the Association of Children’s Mental Health, 1in 5 children and youth have a diagnosable emotional, behavioral, or mental disorder.

• 1 in 10 young people have a mental health challenge that is severe enough to impair how they function at home, school, or in the community.

• Over 50% of students with emotional and behavioral disabilities ages 14 and older, drop out of high school.

WHO’S IN MY CLASSROOM?

Think about the students that will be walking into your classrooms this year…

Ask yourself these questions?

• Did the child eat last night or this morning?

• What kind of home life do they have?

• Does this disability really define who this child will become?

• How can I make this the best year they have ever had?

LET’S MEET “ED” EDDIE

• Hyperactivity (short attention span, impulsiveness) • Aggression or self-injurious behavior (acting out, fighting)• Withdrawal (not interacting socially with others, excessive fear or anxiety)• Immaturity (inappropriate crying, temper tantrums, poor coping skills)• Learning difficulties (academically performing below grade level)

POTENTIAL TRIGGERS

• Chaotic home environment • Limited access to food • Lack of sleep • Had confrontation with an adult or peer prior to entering the classroom• Limited access to preferred task (i.e. Did not earn behavior points for the day

and was unable to receive reward) • Overall student’s attitude

HOW CAN WE SUPPORT “ED” EDDIE?

DO’S

• Scaffolding and modeling academic expectations for and with student

• Consistent and specific praise • Best practices that are utilized with

ALL students

DON’TS • NEVER put them outside of the classroom

unattended • If student is experiencing an extreme behavior

episode Do Not Engage them any further. Call for assistance

• Do not put yourself, the student, or other students in your classroom in a potentially unsafe setting.

• Do not get in a power struggle verbally with a student with ED it may only intensify the behaviors instead of decreasing.

LET’S MEET “AU” ANGELA

• Communication problems (i.e. with use or comprehension of language) • Difficulty relating to people, things, or events• Playing with toys and objects in unusual ways• Difficulty adjusting to changes in routine or to familiar surroundings (i.e.

Assemblies)• Repetitive body movements or behaviors (i.e. rocking; flapping hands; intense

sensory needs)

POTENTIAL TRIGGERS

• Intensity in behavior may occur if student becomes overwhelmed or extremely stressed.

• Denied a preferred task • Change in routine that the student was not prepared for• Unable to verbally communicate needs or wants and may result in possible

physical aggression

HOW CAN WE SUPPORT “AU” ANGELA?

DO’S • Be consistent, make expectations the same every

time for every student in class• Foreshadow changes in the schedule (i.e. Tell

student the day before about the assembly)• Match visual supports with verbal instruction • Allow for “wait time” to receive a response• Try using “First/Then” statements ( i.e. First,

complete the worksheet, then you can draw for the last

DON’TS

• NEVER put them outside of the classroom unattended

• Avoid asking the student vague questions • Avoid verbal overload • Remember that facial expressions and

other social cues may not work. (Student’s have trouble interpreting body language)

LET’S MEET “ADHD” ANDY

• Gets out of chair when they’re not supposed to • Gets easily distracted • Can’t seem to organize tasks and activities • Talks too much• Has trouble waiting their turn • Interrupts others when they are talking • Frequently does not follow through on instructions or finish tasks• Often runs, jumps, and climbs when it is not permitted

POTENTIAL TRIGGERS

• Too many instructions to complete an assignment at one time. • An overstimulating environment (i.e. Loud music, lots of talking at the same

time, too many things on their desks) • Giving ADHD student too many options/choices• During long projects given too much freedom without constant adult

supervision

HOW CAN WE SUPPORT “ADHD” ANDY?

DO’S • Seat the student away from windows and from the door• Create a quiet areas free from distractions for test taking and

independent practice• Give instructions one at a time and repeat as necessary • Create outlines for note taking that organizes information as

you deliver it• Divide long term projects into segments and assign a completion

goal for each segment • Offer rewards on point or token system for displaying

appropriate classroom behavior• Establish eye contact with student with you want them to focus

on the information you are presenting

DON’TS

• NEVER put them outside of the classroom unattended

• Try not to reprimand the student in front of peers for displaying inappropriate behavior

• Don’t ask a student in a public setting if they forgot to take their medication today (Not all students take meds)

• Try not to have a negative attitude when trying to engage the student (Positivity goes a long way!)

TEACH LIKE A CHAMPION TECHNIQUES

TEACH LIKE A CHAMPION TECHNIQUES

TEACH LIKE A CHAMPION TECHNIQUES

TABLE TALK

❖Build our Discipline Matrix chart❖Discuss teacher managed vs. office managed

behaviors with your table group

TEACHER MANAGED (MINOR OFFENSES)❖ Minor Defiance: ignoring, non-responsive to a question❖ Failure to follow rules/directions❖ Disruption: low intensity, but inappropriate disruption❖ Horseplay, reckless play❖ Minor disrespect to an adult❖ Disrespect, minor to another student or another student ‘s belongings❖ Physical contact❖ Profanity or vulgarity❖ Lying/Cheating❖ Throwing Objects❖ Tardy❖ Unauthorized eating

OFFICE MANAGED BEHAVIORS❖ Defiance/non-compliance :

consistent behavior ❖ Major disrespect to an adult❖ Abusive or inappropriate language❖ Threat to student or teacher❖ Fighting or physical aggression❖ Contributing to physical harm of

another student❖ Major campus disruption❖ Repeated minor behavior offenses❖ Theft/forgery❖ Property damage/vandalism

❖ Inappropriate use of any computer or electronic device

❖ Assault to student/ teacher or any other school personnel

❖ Lying/cheating

❖ Harassment/tease/taunt/bully

❖ Sexual Harassment

❖ Possession of a weapon

❖ Possession of drugs/alcohol

❖ Gambling

Level 1 – Incidental Violations

(Non-referred/Non-recorded)

Level 2 – Minor Violations

(Non-referred/Recorded)

Level 3 – Major Violations(Referred/Recorded)

Level 4 – Illegal Violations(Referred/Recorded)

▪ Running▪ Loud voices/yelling▪ Off-task behavior▪ Name calling▪ Noise making▪ Insubordination▪ Out of seat▪ Missing homework▪ Disruptive▪ Breaking cafeteria rules▪ Breaking playground rules▪ Inappropriate behavior in the

bathrooms▪ Chewing gum or eating candy

except by teacher permission▪ Other:

▪ Lying/cheating▪ Indirect, inappropriate

language/gestures▪ Inappropriate dress▪ Spitting▪ Third Level 1 Offense▪ Other:

▪ Direct, inappropriate language/gestures

▪ Fighting/physical aggression▪ Harassment/bullying▪ Overt defiance▪ Property destruction/misuse▪ Theft▪ Forgery▪ Internet misuse/

cyberbullying▪ Skipping class▪ Third Level 2 Offense▪ Reference in conversation, writing

or pictures to weapons or acts of violence

▪ Taking pictures/video without consent

▪ Other:

▪ Drug use/possession▪ Weapon use/possession▪ Truancy▪ Arson▪ Bomb threat▪ Extreme property

damage/vandalism▪ Combustibles▪ Assault/threats▪ Other:

DISCIPLINE MATRIX

T. L. PINK DISCIPLINE REFERRAL PROCESSLevel 1- Incidental Violations

Teacher-handledThe teacher addresses the behavior using classroom management strategies.

Notice of Discipline Concern Level 1 form (sent to parent and a copy is kept by teacher)

Student will Remain in the classroom

Level 2-Minor Violations

Teacher-handledThe teacher addresses the behavior using logical consequences (apology of action, take a break, or loss of privilege, focus room).

Notice of Parent Concern Level 2 form (sent to parent and a copy is kept by teacher)

Student will Remain in the classroom

Level 3-Major ViolationsOffice-managedSend the student to the office where the principal will address the behavior.

-Enter into Skyward the referral Input with as much information as possible into Skyward

- Send the student to the office and notify the office by radio/phone. • The student will remain in the office until the principal addresses the behavior. • Principal will meet with parents to discuss behavior. RtI will begin.

BEHAVIOR RTI

• http://www.pbisworld.com/Typical behaviors: 5th Grade- Aggression/Bullying4th- Inappropriate language3rd- Disrespectful2nd-Defiant 1st- DisruptiveK- Tantrum

Develop a plan of action of how you would handle this behavioral concern with a student who required additional support.

QUESTIONS

WE ARE THE DECISIVE ELEMENT IN OUR CLASSROOMS. IT IS OUR PERSONAL APPROACH THAT CREATES THE CLIMATE. IT IS OUR DAILY MOOD THAT MAKES THE

WEATHER. AS TEACHERS, WE POSSESS TREMENDOUS POWER TO MAKE A CHILD’S LIFE MISERABLE OR JOYOUS.

WE CAN BE TOOLS OF TORTURE OR INSTRUMENTS OF INSPIRATION. WE CAN HUMILIATE OR HUMOR, HURT OR

HEAL. IN ALL SITUATIONS IT IS OUR RESPONSE THAT DECIDES WHETHER A CRISIS WILL BE ESCALATED OR

DE-ESCALATED, A CHILD HUMANIZED OR DEHUMANIZED. –HAIM GINOTT