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2015-2016 Code of Student Conduct Together we can develop world class citizens! Presenter(s): Mr. Luis E. Diaz, Administrative Director Ms. Chantal Osborne, Executive Director 2015-2016 Code of Student Conduct Time Allotted: 10 seconds Advise school site administrators that the next part of the presentation will be an overview of the Code of Student Conduct. Mr. Diaz will discuss the purpose and overall impact of coding accurately and the role of the Code of Student Conduct. District/School Operations School Board Policy 5500 – Code of Student Conduct
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“
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The Power of Progressive Discipline
JANUARY 12, 2016
Division of Educational Opportunity and AccessMiami-Dade County Public Schools
School Operations
2015-2016
Code of Student Conduct
Presenter(s):
Mr. Luis E. Diaz, Administrative Director
Ms. Chantal Osborne, Executive Director
District/School OperationsSchool Board Policy 5500 – Code
of Student Conduct
Together we can develop world class
citizens!
Code of Student Conduct: Overview
The Code of Student Conduct (COSC) is designed to promote and maintain a safe learning environment free from disruptions that interfere with teaching and learning activities.
Major Areas Addressed in Code of Student Conduct
Model Student Behavior
Code of Student Conduct Behaviors & Corrective Strategies
Student Rights & Responsibilities
Vital Alerts
Formal Corrective Strategies
Multi-Tiered System Supports (MTSS) Behavior Intervention Guide
Glossary
ACCESSING THE CODE OF STUDENT CONDUCT
Parents/guardians can download the COSC, access SPOTsuccess, obtain useful student and school District information by creating a parent account needed for Parent Portal Access. You can also obtain a copy of the new COSC from your child’s school.
All parents/guardians are invited to establish a Parent Portal account. To create a new account:
Logon to http://www2.dadeschools.net/index.htm Click Parents Click Login to portal Follow directions on screen
Students, parents, and school employees are encouraged to read the Code of Student Conduct and become familiar with its content.
Please ask your child’s teacher, a school counselor or an administrator, if you have questions about accessing any of the features on the portal,
Chapter I - Core Values & Model Student Behavior
CORE VALUESCitizenshipCooperation
FairnessHonestyIntegrity
KindnessPursuit of Excellence
RespectResponsibilityVa
lues
Mat
ter
How Does Your School Recognize Model Student Behavior?
Ways to Recognize Students for Model Behavior: Elementary & Secondary
Outdoor class
Recognition from a local newspaper, media or politician
Recognition during morning announcements
Positive phone call to parent(s) / guardian(s)
Model Student-of-the-Month – display photograph in an appropriate location
Praise for good behavior
SPOTsuccess recognition
Certificate/trophy/ribbon/ plaque/medals
Class Field Trip
A reward (gift certificate, free admission to a school function)
Recognition by the “Do the Right Thing” program sponsored by the Miami-Dade Police Department
Recognition from a local newspaper, media or politician
Ways to Recognize Students for Model Behavior
Secondary Note home to parents
Appointed the class messenger
Eating with the teacher
Selecting prizes from a treasure box Pencil toppers
Stars, smiley faces or stickers
Paperback books
Leading of class line to lunch or recess
Elementary Pep Rally
Paperback books
Prime Parking Spot
Recognition in School Newspaper
Gift Certificate (local merchants)
Free Pass to Sporting Event or play
Coupon for prizes and privileges or surprise gift bag with school supplies
Chapter II – Behaviors & Range of Corrective
Strategies
Level II – Seriously Disruptive Behaviors
Level III – Offensive/Harmful Behaviors
Level IV – Dangerous or Violent Behaviors
Level V – Most Serious, Dangerous, or Violent Behaviors
Level I – Disruptive Behaviors
Level II – Seriously Disruptive Behaviors
Level III – Offensive/Harmful Behaviors
Level IV – Dangerous or Violent Behaviors
Level V – Most Serious, Dangerous, or Violent Behaviors
Please note the considerations for ESE Students.
Chapter III – Student Rights & Responsibilities
Chapter lII – Student Rights & Responsibilities
Right to LearnKnowledge & Observation of Rules of Conduct
Respect for Persons & PropertyParticipation in School Programs, Student Government and
Activities
Counseling ServicesStudent Records
AttendanceGrades
Marriage, Pregnancy & ParenthoodFree Speech, Expression & Assembly
PublicationsSearch & Seizure
Complaint Procedures
Chapter IV– Vital Alerts & Formal
Corrective Strategies
Chapter IV – Vital Alerts & Formal Corrective Strategies
Zero Tolerance Policy Off-Campus Felony Offenses Implication for Certain Sex Offenses Wireless Communication Devices Utilization of the Internet and Inappropriate Use of
Computers Corporal Punishment Individuals with Disabilities in Education Act (IDEA):
Students with a 504 Plan Procedures for Implementing the 45-School Day
Alternative Placement Rule for Students with Disabilities
District Policy Against Bullying & Harassment District Dress Code Policy Sexting Use of Medication Temporary Removal from Class Permanent Removal from Class
Suspension/Assignment to School Center for Special Instruction (SCSI)
Assignment to an Alternative Intervention Counseling Center
Peer Mediation Other Alternatives Denial of Bus Privileges Denial of Privilege of Participating in Social and/or
extra-curricular activities Outdoor Suspension Diversion Center Alternative Education Program Expulsion Work Back Program in lieu of Expulsion
SCHOOL WIDE STRATEGIES &
INTERVENTIONS TO PROMOTE
MODEL BEHAVIOR
SCHOOL WIDE STRATEGIES & INTERVENTIONS TO PROMOTE MODEL BEHAVIOR
School Security and Support Staff Strategies
Allow the Student a 'Cool-Down' Break
Avoid engaging in Arguments Keep Responses Calm, Brief, and
Businesslike Listen Actively to Student Grievances Relax Before Responding Offer the Student a Face-Saving Out Project Calmness When Approaching
an Escalating Student Proactively Interrupt the Student’s
Anger
Early in the Escalation Cycle State Directives as Two-Part
Choice Statements Use ‘Soft’ Reprimands Validate the Student’s Emotion by
Acknowledging It Avoid Grab Things from Students Avoid Taking Contraband by
Force Avoid Fleeing Students
SCHOOL WIDE STRATEGIES & INTERVENTIONS TO PROMOTE MODEL BEHAVIOR
Classroom Strategies
Ask Open-Ended Questions When Inquiring about Behavior.
Assign a Reflective ‘Processing’ Essay After Incidents.
Emphasize the Positive in Teacher Requests.
Expand the Range of Classroom Behavior Interventions.
Give Praise That is Specifically Encourages Appropriate Behavior.
Give Problem Students Frequent Positive Attention.
Increase 'Reinforcement' Quality of the Classroom.
Reward Alternative (Positive) Behaviors. State Teacher Directives as Two-Part
Choice Statements. Use a ‘Buddy Teacher’ for Brief Student
Breaks. Use Non-Verbal and Para-Verbal
Behaviors to Defuse Potential Confrontations.
Modifying the Environmental Conditions so that Problem Behavior is Less. Relevant and Occurs Less Frequently.
SCHOOL WIDE STRATEGIES & INTERVENTIONS TO PROMOTE MODEL BEHAVIOR
Classroom Strategies (continued)
Teach appropriate skills to replace the problem behavior so that the new skills are more efficient than the problem behavior in getting a desired outcome.
Reinforcing the new appropriate skill so that it will be repeated. Avoid physically Blocking Exits.
SCHOOL WIDE STRATEGIES & INTERVENTIONS TO PROMOTE MODEL BEHAVIOR
Administrative Strategies
Show Unconditional Care, Respect, and Support.
Involve Student in Decision Making Process.
Involve Families Members to Assist with Problem Behaviors.
Gives Students Opportunity to Explain Their Side of the Story.
Emphasize Responsibility for One’s Own Actions.
Be Calm, Firm, and Fair. Utilize Parent/Guardian Contracts as Avoid Demeaning Students.
Try Bringing Resolution to the Problem Before Giving a Consequence, Punishment, Sanction, etc.
Never Give a Sanction without Addressing the Incident.
Get Student to Recognize the Inappropriate Behavior and Solicit Their Input of How They Could Have Avoided the Situation.
Engage the Student in the Resolution. Use a Colleague that Have a
Relationship with the Student to Address Inappropriate Behavior.
Data Collection and Data Reporting
Click icon to add picture
Code of Student Conduct
Violent Acts Against PersonsHomicideSexual BatteryRobberyBatteryKidnappingPhysical Attack
Alcohol, Tobacco & Drugs Drug Use/PossessionDrug SalesAlcoholTobacco
Other Non-ViolentSex OffensesTrespassingOther Major Offenses
PropertyBreaking & Entering/BurglaryLarceny/TheftArsonVandalism
HarassmentThreat/IntimidationSexual Harassment Bullying Harassment Sexual AssaultHazing
Not CategorizedFighting Disruption On Campus Weapons Possession
School Environmental Safety Incident Reporting (SESIR)26 Incident Categories Reported to FDOE
Inputting Multiple Students on SCM
Cheat Sheet is available on our website:
www.deoa.dadeschools.net
School Center for Special Instruction
(SCSI)
Presenter:
Mrs. Deborah Montilla, Executive Director
The Power of Progressive Discipline: School Center for Special Instruction (SCSI)
The solution to adult problems tomorrow depends on large measure upon how our children grow up today.” - Margaret Mead
“You can’t teach what you can’t manage”
- Walter Hall
Developing School Approaches to Address the 10% of Students who Require 50-90% of School Personnel Time and ResourcesUsing the Public Health Model
Multi-Disciplinar
yFocus
Education
Medicine
SocialServices
Law Enforceme
nt
JuvenileJustice
Community
Sector
Multi-Tiered Systems of Support (MTSS) Defined
A Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based, problem-solving to integrate academic and behavioral instruction, intervention, and supports. reflecting the need for all students to have fluid access to instruction of varying intensity levels.
The integrated instruction and intervention is delivered to students in varying intensities based on student needs. The three tiers are not, conversely, used to describe categories of students or specific instructional programs.
M-DCPS Multi-Tier System of Support
Tier 1: Core Prevention Activities Values Matter Prevention Curriculum Bullying Prevention Curriculum
Child Abuse Prevention Curriculum Sexting Prevention Curriculum
Teen Dating Violence Curriculum
Transition CurriculumTRUST Curriculum
Awareness Campaigns Red Ribbon Drug Abuse
Blue Ribbon Child AbuseHomeless Awareness
Campaign Developmental Counseling
Tier 2: Strategic Interventions Individual, family and group
counseling Creating Community Change:
Youth Engagement Program School Center for Special
Instruction Secondary Student Success
Centers Student Success Centers
Tier 3: Intensive, Individual Interventions
Alternative Education Schools
Educational Alternative Outreach Programs
Pathways Program One-Stop Educational and
Community Service Center
School Center for Special Instruction
Small Learning Environment Trained Staff
Opportunities to Reflect on
Behavior and Learn New Skills
Structured and Supportive Environment
School and Community
SupportCore Values
Evidence-Based Strategies
Review- The New Picture of SCSI2015-2016 School
Implementation ModelRole of the SCSI Coordinator• Serve as liaison to administration, faculty, and
staff• Maintain communication with parent/guardian• Serve as lead for school-wide discipline plan• Develop healthy and caring relationship with
students• Promote the development of prosocial skills in all
students• Maintain a structured but supportive learning
environment• Identify existing resources in school and
community• Monitor student data and progress
Program Checklist
• Appropriate Facility-Computer Access-Desks/Tables-Resource/Classroom Library
• Curriculum needs• Signing in and out
Relationship at the school site • Role of SCSI Coordinator• Schedule for Support
Professionals
• Flow of the Day• Morning Reflections• Core Values• Student Work/Research/Technology
Programs/Counseling• Group Activities/Peer Reflections • Student Work/Research/Technology
Programs/Counseling• End of day reflections
Reaching into Your Bag of Tricks
Re-runsValues Clarification
Progressive DisciplineMaladies & Remedies
Personal Improvement Plans
BuzzwordsSocial Emotional Learning
Soft SkillsSelf/Emotional RegulationEarly Warning IndicatorsEmotional Intelligence
Alternative Thinking Strategies
Classroom Behavior Management Plan• Morning Message-Reflection• Model Expected Behavior• Set and Practice the Expectations• Focus on Ideal Behaviors not Bad Behaviors• Behavior Management Chart• Behavior Modification Strategies
• Traffic Light• Parent-Teacher Communication• Positive Rewards-Incentives
Discipline Techniques• “Search for the Source” of Misbehavior• “Choose the Battles” Avoid Power Struggles• “Pay Positive Attention”• “Stay Calm and Carry On”• “Who Has Your Back”
Use what you already have
M-DCPS Counselors Social Workers Success Coaches PBS Coaches Security Monitors BMTs School Police
CBOs City Year Big Brothers, Big Sisters Cities in Schools Switchboard of Miami Hope for Miami AGAPE NVPUSA-Non-Violence Project Fatherhood Task Force MDC-VIP Chrysalis Health
Elementary……….
To a great mind, nothing is little.The little things are infinitely the most
important. It is better to learn wisdom late, than
never to learn it at all.Education never ends Watson, it is a
series of lessons with the greatest for the last.
Best Practices
Ms. Ana C. HernandezS.C.S.I. Instructor
Bowman Ashe/Doolin K-8 AcademyMs. Lisette Vazquez-Rios, Principal
The Middle…………..
The Middle is an American sitcom about a working-class family living in Indiana and facing the day-to-day struggles of home life, work, and raising children. The daily mishaps of a married woman and her semi-dysfunctional family and their attempts to survive ...
Best Practices
Mr. Israel RodriguezS.C.S.I. Instructor
Lamar Louise Curry Middle SchoolMs. Jean-Rachelle Baril, Principal
High School Stories………..
Take an inside look at the outrageous antics of high school students all across the country. These stories are true-to-life reenactments of actual high school scandals, pranks and controversies starring the troublemakers and class clowns that made it all happen.
Best Practices
Mr. Alejandro ArmenterosS.C.S.I. Instructor
Hialeah Miami Lakes Senior HighMr. Eric Acosta, Principal
Summing Up Discipline with The Breakfast Club
Thumbs Up or Thumbs Down?What Really Had an Effect on
Behavior?• Strict No-Talking Detention• Talking Down to Students• Stereotyping• Reflective Writing Assignment• Individual/Group Discussions
The Nuts and Bolts of Expulsion Presenter:
Ms. Karen Boyce,Director
Purpose-SettingMr. Luis E. Diaz, Administrative
Director- School Operations
Legal Definition of Expulsion
Expulsion is defined as the removal of the right and obligation of a student to attend a
public school under conditions set by the School Board, and for a period of time not to exceed the remainder of the term or school year and one additional year of
attendancePlease note: M-DCPS does NOT expel without educational
services.
CriteriaQuestion: How do I determine if a student fits the criteria for
Expulsion/Administrative Assignment?
Has the student committed an off campus felonious act that may have an adverse impact on the educational program, discipline or welfare of the school?
Has the student committed a level III, IV or V violation of the Code of Student Conduct?
Has the student failed to respond to interventions for repeated infractions of the Code of Student Conduct?
“The Process”
1. Incident takes place at a school2. You will notify me (email/phone call) to me.3. You will receive an email from me (insert picture)
What are the procedures for completing a successful request for
expulsion/administrative assignment?
1. Was a SCM entered into Student Case Management System?2. Was the appropriate expulsion code(e.g.: R4, E5, etc.) attached to the
SCM?3. Was the DEOA contacted via email regarding your Pathways request?4. Was an SST held?5. Was the BIP developed and entered in Student Case Management
System using the BI code?6. If the student is ESE, was a Manifestation Determination meeting
scheduled with representatives from the SPED office and DEOA?7. Was Truancy addressed in ISIS?8. Was the DEOA office contacted for additional clarity when needed?
Pathways
Students that normally would have received a 10-day outdoor suspension during the
expulsion process will now be temporarily assigned by the Division of Educational
Opportunity and Access (DEOA) to one of the Pathways locations.
This assignment is provided during the transitional period of the expulsion request.
PathwaysBased on approval by the Division of Educational Opportunity and
Access (DEOA), students referred to Pathways will receive temporary assignment at described sites above.
Criteria:Ø Students in grades 6 thru 12 who have committed a Level III, IV or
V infraction as described in the Code of Student Conduct and are being recommended for expulsion.
Ø Prior to submission, please contact the Division of Educational Opportunity and Access at [email protected]
*Informal Hearing*
Pathways locations:Ø Jan Mann Opportunity SchoolØ Miami Mac Arthur South
What are the different types of assignments you can request?
0 Non-Disciplinary: The referral is initiated by the student’s home school or parent. The
student may be withdrawn from the alternative site whenever the parent wishes.
0 Administrative: The referral is initiated by the school. the student must successfully
complete a minimum of 9 weeks
0 Off-Campus Felony: Student commits an off campus felonious act which has an
adverse impact on the school campus. student remains at the alternative site until his
case has been adjudicated.
0 Reciprocal :Expulsions from other counties/states are reviewed and honored by MDCPS
District Review Process 0 Expulsion
0 Administrative in lieu of expulsion: Student is assigned to an alternative
education site for a grading period
0 Workback: Complete a minimum of 2-6 grading periods, depending on the
level of behavior listed in the Student Code of Conduct and the signed Workback
contract.
0 Max by Law: The student is expelled for the maximum time allowed by law - ·
Complete the present school year and all of the following school year.
Special Considerations for
ESE Students Things to consider: Is the behavior in question addressed on the student’s IEP? Is it a
manifestation of the student’s disability? Has the student’s BIP/IEP been implemented with fidelity?
Student cannot be assigned without a staffing with staffing specialists from the Division of Educational Opportunity and Access and the SPED Center in attendance.
Was the student recently placed in a special education program?
***Please note: If the general education student is in the process of being evaluated for exceptional student education the request for expulsion may not be processed.
Contacts for Support
North: Valli Weaver
South: Ileana Vazquez
*There are A LOT of procedural guidelines involved with this process as a best practice contact the
above personnel.*
Inputting Referral Action Codes
SCENARIOS
Two eleventh grade male students got into a major fight during lunch over a female student. Both students had bloody lacerations to their face and one student may have a broken nose.
A 9th grade student is offering to sell other students some “weed”. A student reported the activity to a school administrator and stated that the student is showing other students the drug. Student was brought to the office by school official and school police.
SCENARIOS
A school administrator finds Laura, an 8th grader, sitting in the stairwell. Laura tells the school administrator she does not want to report to her 4th period Algebra 1 class because it is boring.DeSean, a 7th grader, who was coming to class late and was becoming confrontational with his teachers. DeSean’s recent confrontation involved a verbal argument in class and dropped the “F bomb” on his teacher and walked out of class.
SCENARIOS
Jake approaches Michael in the hallway ready to fight. A crowd gathers and students become excited. Michael throws his hands up and says, “What do you want to do? We can go now or afterschool? Michael takes a stand and begins cursing at Jake. Neither of the students threw a punch, but security had to intervene.
Questions
Division of Educational Opportunity and Access
1450 NE 2nd Avenue, Miami, FloridaPhone: 305-995-1270
Website: deoa.dadeschools.net
Mr. Luis E. Diaz, Administrative DirectorMrs. Deborah A. Montilla, Executive DirectorMs. Chantal G. Osborne, Executive DirectorMs. Karen Boyce, DirectorMrs. Michelle Ulysses-Grant, Instructional Supervisor
Contact Us
Mr. Luis E. Diaz [email protected]
Ms. Deborah A. Montilla [email protected]
Ms. Chantal G. Osborne [email protected]
Ms. Karen V. Boyce [email protected]
Ms. Michelle Ulysses-Grant [email protected]
Ms. Ana C. [email protected] 305-386-6656Mr. Israel Rodriguez [email protected]
305-222-2775Mr. Alejandro [email protected] 305-823-1330
ext. 2314