2024 GP-SAFS Establishing a Schoolwide Comprehensive Behavior Management System-Copy.pdf
1. Establishing a Schoolwide
Comprehensive Restorative
Practice Based Behavior
Management System
Presented by:
Mr. Sean A. Fisher Sr., M.Ed., Ed.S., SRPC, CTIXC
2. Sean A. Fisher Sr., M.Ed., Ed.S., SRPC, CTIXC
Owner/CEO and Lead Consultant
K-12 Education Experience:
• Since 2003
Credentials:
• Certified Title IX Coordinator
• Certified Michigan School Administrator Certified (K-12)
• Certified Cognia/ AdvancED Lead Evaluator
• Certified Michigan Professional Educator Certified (K-12)
Education:
• Certificate in Human Resources Management
• Educational Specialist Degree
• Master of Education Degree
• Bachelor of Education Degree
Strengths:
• Creating SEL Based Positive Classroom Instruction
• Creating Restorative Practices Based Classroom Protocols and Procedures
• Charlotte Danielson Framework for Teaching
• Continuous School Improvement Planning
• Facilitating Professional Learning Communities Discussions
• Data-Driven Vertical Alignment of Curriculum, Assessment & Instruction
Contact Information:
• Sean.Fisher@FisherEducationalConsulting.Com
3.
4. Time For A Chat Waterfall Activity
Type your name / occupation, and
what you hope to learn from
today’s session?”
Remember to wait for the song to
stop before hitting send!
7. Learning Objectives
Content Objectives: I can analyze strategies for "Establishing a Schoolwide
Comprehensive Behavior Management System“ by capturing/ summarizing notes
and answering short answer questions found in the provided electronic workbook.
Language Objectives: I can orally explain strategies for “Establishing a Schoolwide
Comprehensive Behavior Management System” to a partner or small group using
relevant and applicable vocabulary.
8. Prework: select a specific person to be the primary
driver of your school’s program
► Ideally this person should be a:
o Dean of Student Engagement
o Culture and Climate Facilitator
o Behavioral Interventionist
o Assistant Principal or
o Student Support Team Chairperson
9. Phase I:
Building Staff
Capacity and
Creating Staff
Interest.
First, select a dynamic
source of media to
create staff interest
and a sense of urgency
10. Phase I (Continued): After viewing the selected media
source, allow your staff time to unpack their findings
and wonderings using the following strategies:
Allow staff time to “Turn and
Talk” with a “Thought Partner”.
After partner discussions, bring
staff together into a check-in
circle to discuss their thoughts.
11. Phase I (Continued): Building Capacity
and Creating Staff Interest.
○ Some Other Strategies for Creating Interest and Building Staff Capacity are:
■ Using PLC Time to allow for meaningful dialogue
■ Using Virtual Spaces like SharePoint (Microsoft Platform), Google Classroom/ Google
Currents (Google Platform), and Schoology
■ Disseminating information via email (be aware this strategy may not result in
meaningful dialogue occurring)
■ Viewing a video using a graphic organizer like a Video Note-Taking Worksheet
12. Phase II: Data-Driven Dialogue Protocol Using
Behavior Data
Step I Predictions: Surfacing perspectives, beliefs, assumptions,
predictions, possibilities, questions, and expectations.
Step II Observations: Analyzing the data for patterns, trends, surprises,
and new questions that “jump” out (Go Visual- Recreate the data visually).
Step III Inferences: Generating hypotheses, inferring, explaining, and
drawing conclusions. Defining new actions and interactions and the data
needed to guide their implementation. Building ownership for decisions.
13. Phase III: Tier 1 Interventions
How our building established a school-wide Behavior System:
Teachers collaborated with their
students to identify what an
effective classroom looks like
Teachers then brought those
characteristics to our PLC
Meeting.
We as a school determined
acceptable and unacceptable
behaviors.
Next, we uploaded those agreed
upon behaviors into Class Dojo as
desirable and undesirable
behaviors.
Students earning a certain
number of Dojo Points were
recognized by administration and
allowed to visit our school
incentive store.
Establish a Behavior Management System to actively
communicate and monitor student behavior: Class Dojo.
14. Phase III:
Tier 1 Interventions
(cont.)
Teachers were given copies of these four
books and encouraged to study with a
partner and create their own in-classroom
student behavior management protocols
based on their readings.
15. Phase III
(Cont.):
Tier 2
Interventions
Students who have not received a suspension within the last 6 months but exhibiting undesirable
behavior can be added to a teacher-ran check-in system where students names are placed on a
shared Google Doc and teachers type their names next to a students’ name agreeing to sponsor the
student for morning check-in and/or afternoon check-outs.
It is important to share names of student selected for circle support during PLC Time to build staff
buy-in. Also, allow staff the opportunity to add additional names for circle support.
Using your schools’ student information management system (MISTAR, PowerSchool, EdLine, ETC.),
identify students who’ve been suspended 2
or more times within the last 6 months.
Place these students into weekly check-in/
classroom norms circle groups
Determine an exit plan for members of
these groups so the intervention doesn’t
become punitive.
Creating and Utilizing Restorative Intervention Groups: this work is usually done by Behavior
Interventionist, Dean of Students or Assistant Principal.
16. Phase IV:
Community
Service
Program
After a successful Restorative Circle has been conducted
for a non-drug or weapons related offense, students can
receive a community service assignment in preference to
in-school or out-of-school suspension. It is important for
teachers to be the primary designers of this program.
For our school, teachers and administration created an
hour-long afterschool program where students worked on
different projects in the school to repair harm created
within our learning community.
Utilizing this 4-phase system, there was a 25% reductions
in ODRs and 12 % reduction in OSS.
18. Organizational Leadership Reflection
► Staff buy-in is an absolute must
► When implementing a building wide Behavior Management System, I would
encourage teachers to conduct organized book studies using the restorative
practice handbooks.
► Then teachers should collaboratively create in-classroom student behavior
management protocols based on their readings, knowledge of students, and
experiences.
20. Select a Dynamic Teacher-Leader:
Mr. Horace E. Stone Jr., M.Ed., SRPC
K-12 Education Experience:
Since 1997
Credentials:
Michigan School Administrator Certified (K-12)
Michigan Professional Education Certified (6-12)
Cognia Engagement Review Team Member Certified
Senior School Restorative Practice Coordinator Certified
Education:
Master of Education Degree
Bachelor of Education Degree
Strengths:
5D+™ Teacher Evaluation Rubric
Data-Driven Instruction & Decision-Making
Multi-Tiered Systems of Support
Facilitating Professional Learning Communities
Vertical Alignment in Instruction
In-Class Social Emotional Learning
Building Culture and Climate, Restorative Practices and Alternatives to Suspension
Contact Information:
horacestonejr1@gmail.com
22. Classroom Physical Structure & Layout
Partner Teacher
Another teacher and change of
environment can reduce triggers
and negative stimulants
Reflection Space
Reflective worksheet and
classroom library
Cultural Competence
Pictures showing students doing
everyday things
23. Community Building Activity, or Prevention Circle Brain Breaks/ Unstructured Time, or Silly Time
Classroom Routines: Community Building Circles with
Weather Check-in, and Brain Breaks (Silly Time)
24. Building The Affinity Classroom
Building Better Cultures Collaborative Learning
Creating a Safe Space
25. Review of Learning Objectives:
What Did We Learn?
Content Objectives: I can analyze strategies for "Establishing a Schoolwide
Comprehensive Behavior Management System“ by capturing/ summarizing notes
and answering short answer questions found in the provided electronic workbook.
Language Objectives: I can orally explain strategies for “Establishing a Schoolwide
Comprehensive Behavior Management System” to a partner or small group using
relevant and applicable vocabulary.
26. In closing, please consider
purchasing a copy of my new book
“All For Them” found on Amazon.
Contact Information:
Email:
Sean.Fisher@Fishereducationalconsulting.com
Cell Phone Number:
313.312.5391
Feedback:
Please complete feedback via Google Survey
dropped in chat space.
