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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
al E
ngag
emen
t W
indo
w
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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