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Discipline in Schools

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1. Create a positive climate2. Clear, appropriate, consistent expectations

and consequences- Teach the expectations! Expectations in the Classroom

3. Equitable in applying consequences4. Discipline Matrix

“U.S. Department of Education School Discipline Guidance Package”

Positive Learning Environments & Classroom Management

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Best way to avoid classroom discipline issues:● Engage students● Set up procedures and structures● Build community!● Know that classroom interventions are more

powerful than office interventions.

3 Key Elements to Discipline

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When behavioral expectations are not met….1. Reflective: Look back on behavior, who was impacted

Elementary Reflection Form

Secondary Reflection Form

2. Restorative: Repair harm and reintegrate3. Instructional: Teach appropriate actions rather than

just punishing

What are Restorative Practices?

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Tier Three: REINTEGRATE (Few)

Formal ConferencingHigher-level Responsive Circles

Reintegration Practices

Tier Two: REPAIR (Some)

Restorative Conversations (Informal Conferencing)Low-level Responsive Circles

Tier One: RELATE (Every)

Restorative LanguageProactive Circles

RESPONSIBILITY

RESPECT

RELATIONSHIP

REPAIR

REINTEGRATION

For more information:RP & MTSS

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Soci

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Not an “Either/Or”

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● Restorative Practices and Suspensions○ Suspensions can create necessary time for staff to plan to support students and time

for the student to reflect; this is messaged clearly to the student & family○ Students still need to repair the harm caused by their behavior, which is rarely met

through suspension alone○ Intentional reintegration

● Restorative Practices and Police Intervention○ Students still need to repair the harm caused by their behavior, which is rarely met

through ticketing alone○ Intentional reintegration

● Restorative Practices and Expulsion○ Students are intentionally welcomed into their new learning environment (Sources of

Support Circle)○ If appropriate, students might still work to repair harm in their previous learning

environment

Jeffco Implementation Model

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● A team of three centrally-based positions in the Student Engagement Office, a coordinator + 2 specialists, currently funded through an EARSS Grant (sunsets June 2022)

● To support our schools in meeting their unique needs, we have designed multiple avenues to access implementation resources.

○ Implementation Cohort: Schools with experienced administrators who are already committed to restorative practices (currently serving 11 schools)

■ Receive weekly support from a specialist to hone skills and refine practices○ Exploration Cohort: Schools who are still assessing how RP fits into their building’s

unique culture (currently serving 5 schools)■ Observations & needs assessments led by the RP Team

○ Any other Jeffco schools & programs■ Training (staff, students, families), Facilitation of practices, Evaluation of

implementation, Observations and feedback, Policy Reviews■ Have served 85+ non-cohort schools

Progress

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● In SY19-20, we trained over 300 educators and 75 students through centrally-offered training. In SY20-21, we have trained over 100 educators through a virtual training model. We’ve also trained over 400 classified staff in partnership with JESPA. We’ve hosted Family Engagement Events for over 150 families.

● On average, schools participating in the SY19-20 implementation cohort saw:

○ a 26% decrease in the use of in-school suspensions

○ a 21% decrease in the use of out-of-school suspensions

○ a 17% increase in implementation of restorative practices from the perspective of teachers, administration, and students.

● According to year-end survey data, each school that has participated in our cohort said that they would recommend participation to a similar school.

Community Partnerships

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● Law Enforcement, Judicial, Human Services, Mental Health, Non-Profits● Jeffco Connections - Collaborative Management Program

○ Education and Juvenile Justice Subcommittees○ Communities that Care (Substance Use Prevention)

● Juvenile Services Planning Committee○ Jefferson County Juvenile Assessment Center and Colorado Youth Detention Continuum

Judicial Services and Threat Management

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Jeffco programming with agency partners:

● Handle with Care - School administration notified of traumatic events● High Risk Victim/Human Trafficking - Support students at risk of being trafficked ● Notifications of Petitions in Delinquency - Low Risk Offender Program, Diversion Programs ● Sexual Offenses - charged students are supervised on safety plans● Youngers - Youth age 10-12 diverted from deeper involvement in Justice System● Behavioral Health Court - Support youth with behavioral health diagnosis

Partnerships

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The SRO Program in Jeffco is a model of successful community policing. SRO’s are a trusted adult for students and are also a

Protector

Mentor

Advocate

Police Officer

Campus Safety

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A safe school environment is free from threat, intimidation, bullying and harassment provide students with a climate and culture that supports quality education.

The Campus Supervisor model in Jeffco is based on positive relationships between students and trusted adults. Campus Supervisors help mediate and intervene, provide guidance and direction, support safety and security for all students, staff and visitors.

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No other intervention will be successful if we cannot first

control our own emotional response.

A Proactive and Preventive Framework: Multi-Tiered System of Supports (MTSS)

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Multi-Tiered Behavior Framework MTSS Jeffco Internal Webpage

Support for a FEW

Support for SOME

Support for ALL

CONCEPTS ARE

ITERATIVE

3-Tiered Approach is Both School-level and Classroom-level

Increase in duration, frequency

and intensity of

support

SUPPORT IS

ADDITIVE OR LAYERED

100%

20%

5%

100%

20%

5%

Created by Tammy J. Gabel, Ed.D., LACOE, Center for District Capacity Building 2020

Tiered support for students is provided within

each classroom

classroomschool-wide

Trauma Informed Approaches

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- Behaviors may be a way of coping with a traumatic experience- Behavior may be an automatic response to stress- Focuses on changing the environment- Adults offer flexibility and choice to students- Discipline is instructional and focuses teaching and reinforcing prosocial

behavior- Support is responsibility of all staff- Restorative Practices

More Resources on Trauma Informed Approaches to Cultivate Resilience

Positive Behavioral Interventions and Supports

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The evidence-based behavior practices within an MTSS● PBIS provides answers to the following questions:

○ What are we expected to do (and how)?○ What is the role of reinforcement in behavior support?○ How do we make decisions on what supports and

interventions are needed?○ How do we support social, emotional,

and behavioral needs in the home?

Classroom Procedures

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Teach procedures and routines

Teach, model, practice, reinforce!● Establishing classroom expectations

○ 3-5 positively stated○ Expected vs unexpected ○ Post in areas where behaviors are expected○ Provide feedback--both positive and corrective

Challenges

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● Lack of access to accurate and timely data● Variability across schools and law enforcement/judicial jurisdictions● Lack of a universally adopted stance related to discipline ● Lack of ongoing funding for Restorative Practices