5. Conscious Discipline
Conscious Discipline is a comprehensive self-
regulation program that integrates social-emotional
learning and discipline.
•We want you to be able to handle your own
emotions and work together to resolve problems.
•Teaching students, parents, and staff to build
positive relationships.
•CD = Building relationships with
students and OUR parents.
6. Think About It
“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If I a child don’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave we...
TEACH?...PUNISH?
Why can’t we finish the last sentence as
automatically as we do the others?”
~Herner, 1998
7. It’s all in Your Head!
Brain State Model
Survival State: The only way to soothe
the survival state is through the creation
of safety
Emotional State: The only way to soothe
the emotional state is through
connection.
Executive State: The executive state is
the optimal state for problem-solving
14. Ways to Build
Connections•AM/PM: Meet/Greet (Bus/classroom).
•Get to know your students and parents
•Family/friend board in the classroom and
bus
•Students’ classroom/bus commitments
•Today, I will commit to…………….
•Daily classroom community meetings
•MAP IT- create visuals in the
classroom/bus of routines and
15. Ways to Build
Connections•Kindness Tree/ board
•Ways to be helpful board
•Teach students to use their “BIG VOICE”
•Create celebration and caring centers
•Give meaningful jobs in the classroom
•Create a safe place where students feel
comfortable to express themselves
•Teach Social Skills in small group ( lessons on
social / emotional expectations)
•Build in Brain Breaks throughout school day & on
16. Character Education
There will be in-class activities, school-wide
assemblies, and discussions on building our
school family. Students will have a opportunity
to gain tickets to celebration their
accomplishments.
September: Respectful
October: Kind
November: Responsible
December: Helpful
January: Honest
February: Considerate
March: Trustworthy
April: Diligent
May: Confident
17. Classroom Management
Beginning and Ending Routines:
•Routine for how students will enter the
room:
•Attention Signal
•Routine for classroom transitions
•Routine for how students will be
instructionally engaged while attendance is
taken and for how opening business is
conducted:
• Routine for dealing with tardy students:
•Routine for students’ returning from
18. Classroom Management
•Routine for dealing with students that
misbehavior or break the expectations
• Routine for dealing with students who
come to class without necessary
materials:
• Routine for dealing with students
returning after an absence:
• Routine for wrapping up at end of
day/class:
19. NOTE: Student will be given a suspension, if there is severe
bullying, physical/verbal violence and/or severe disruptions taking
place in school or on bus. There will be follow up meeting with
parent/student to discuss the suspension.
Teacher’s prior action taken:
•Student –teacher relationships are at the core of all learning.
•Prior Teacher/parent communication logs to discuss the
behaviors.
•Teacher creates a behavior arrangement with student and parent.
•Monitor student’s progress and provide meaningful interventions.
•Send daily behavior progress home.
•Written referral sent to Dean from teacher discussing the
behavior issues and teachers’ intervention done.
•There need be documentation from staff. Parent communication
logs are required.
Disciplinary Due Process
Checklist
20. Crescent Student Help Process
Dean’s Action Taken: After the same 3 minor referrals, the 4th
become a major referral ( Following the RTI Model)
I. (Warning / Conference Stage)
•If Dean receives a 3th minor offences referral from teacher. The Dean will
have a conference with the student discuss the ongoing issues.
•One on one caching Conscious Discipline from Dean. Dean will follow up
with teacher to set up coaching session in the classroom.
&
II. (Observation Stage with teacher/student)
If the Dean receives a 3rd referral from teacher for the same
behavior:
oDean will set up a date and time to observe the student/teacher in the
classroom and start to track students’ behavior.
oDean/school leader works with teacher with small group coaching with
Conscious Discipline
21. III. (Intervention Stage)—
If Dean receives a 4TH referral from teacher for the same
behaviors:
•Dean will set up a meeting with parent, teacher, student, school leader,
and/or school social worker to develop a plan of action.
•TEAM CARE PLAN and referral will be presented to the RTI staff for support.
•Positive Conscious Discipline team will develop a behavioral management
plan with possible interventions to support the teacher/student in
classroom.
•Parent and student will get referred to the Detroit Commonwealth Starr
Program to complete the 6 week program.
V. (Possible Removal Stage)
•After the implementation of TEAM CARE PLAN and 6 weeks involvement
in the Detroit STARR program and other interventions has taken place and we
have exhausted all resources. Deans will have the students’ file reviewed by
Mrs. Cupidore and board member to move to final warning or expulsion
hearing process.
Crescent Student Help Process
22. Major Behavior
(Check One)
Minor Behavior
(Check One)
Abusive Language/
Inappropriate Language
Fighting/Physical Aggression
Sustained Disruption
Vandalism/Property Damage
Stealing
Harassment/Bullying
Inappropriate physical touching
Cyber Bullying
Insubordination/
Non-Compliance
Truancy
Other:_________________
Possible Consequences:
Out School Suspension with parent meeting upon return
( up to 10 days for long-term suspensions)
Meet with school district leader, Mrs. Cupidore to schedule
a expulsion hearing.
Saturday school community service
Foul Language
Calling Out
Chewing Gum
Naming calling and rude comments
Refusing to work
Minor dishonesty
Horse playing
Rude tone/ attitude
Inappropriate comments to teacher or student
Electronic devices
Food or drink in classroom
Minor disruption
Excessive talking in classroom
Possible Consequences:
Behavior reflection sheets
Loss of school privileges
Teacher call home to parent
Student intervention plan with
teacher/parent/student
Referral to the Dean office or school leader
After school detention
23. 20 13-20 14 ELEMENTARY CRESCENT ACADEMY STUDENT REFERRAL FORM
RESPECTFUL ON TASK ACHIEVING RESPONSIBLE
Student: Time Date: IEPStudent: YESOR NO
Grade: TEACHER: Staff Members Present: Recorded
LOCATION: (choose one)
Cafeteria
Hallway
Classroom
Playground
Outside, dismissal or arrival
Bathroom
Media Center
Computer Lab
Gymnasium
Office
Bus
Other _____________________
OTHERS INVOLVED: (choose one)
None
Other student:_______________
Staff
Teacher
Substitute
Other _____________________
Possible Students’ Trigger: (choose one)
Was asked to do something
Resisted transition
Could not get desired item/activity
Was emotional or upset
Was provoked by another student
Unknown/Unclear
Other _____________________
MOTIVATION (choose one)
Obtain peer attention
Obtain teacher attention
Obtain item/activity
Avoid work
Avoid peers
Avoid adult
Unclear/don’t know
NOTE: After 3 of the same type of
minor referrals, the fourth becomes a
major referral.
MINOR BEHAVIOR (choose one)
Inappropriate language
Physical Contact
Defiant/Disrespectful
Property Misuse
Disruption
Electronics
Incomplete homework
Other _____________________
MAJOR BEHAVIOR (choose one)
Abusive/inappropriate language
Fighting
Bullying others ( Cyber or at
school)
Physical Aggression
Insubordination
Student Threat
Major Disruption
Property damage
Vandalism
Theft
Other _____________________
Teacher Interventions
(Check all that apply)
Warning
Verbal redirection
Problem solving with student
Safe Spot in room
Time Machine - (Conflict
resolution)
Think sheet
Re-teach of expectation, rule, or
routine
Time out in another room
(duration__________)
Separation of students
Additional task/assignment given
Loss time on recess/activity
Loss access to items
Parent phone call: Date- _______
Parent conference: Date-_______
DESCRIPTION OF INCIDENT
ACTIONSTAKEN
Conference With:
Student
Parent
Counselor
Social Worker
School Leaders/Principal
School Superintendent
Date Referral to:
TST
Social worker
Community Agency
Peer Mediation
Conflict Resolution
Other ___________
Student
Assignment:
Letter
Written summary
School assignment
Call parent
Behavior Interventions:
Social Skills Booster Group
CICO (Check-In /Check-Out)
Behavior Card
FBA/SIP
Behavior Contract
Environmental Modifications
Academic Modification
Other ______________
Administrative Actions:
Warning
Letter of Probation
Loss of Privilege
Student Threat Assessment
Out of School Suspension
Parent Conference
Time in Office with Dean
Other _______________________
Date(s)
Teacher’s Signature ___________________________________________ Date: __________________
Administrator’s Signature Date: **Parent Requested Copy of Referral
