Positive behavioural supports & progressive discipline guide


Published on

Published in: Education
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Positive behavioural supports & progressive discipline guide

  1. 1. Trafalgar Middle School 2013-14
  2. 2. » A progressive discipline system is a way to assist in the early and ongoing intervention of effective classroom management strategies. It provides procedural regulations and outcomes so students, parents and teachers are clear about expectations, rewards and consequences. Students must be presented with this information at the outset of a class to help provide them with underlying ground rules to participation in your classroom. The purpose of this discipline system is to: » Improve the educational environment for students, teachers, parents and staff. » Inform students and parents of rules and policies. » Record discipline violations in a systematic way. » Predetermine disposition for violations, when possible.
  3. 3. » There are » » » » four major ‘phases’ to a progressive discipline plan. Each builds on the previous and allows students to have a reasonable expectation of consequence for their actions. Parents are also able to see what will happen or could happen if behaviors are not changed as a result of disciplinary action. The four phases to effective behavior management include: Addressing inappropriate behavior immediately and consistently Providing opportunities to learn from choices Parental awareness and involvement Administrative involvement
  4. 4. » Trafalgar Middle School follows a Progressive Discipline Plan in order to make all students are treated fairly and equitably. » Teachers are encouraged to forward their Classroom Positive Behavioural Support Plans and Course Outlines to Administration. It is important to note that the Classroom Teacher holds the primary responsibility for classroom climate, relationships, and discipline. » Small infractions that can be dealt with in class, should be. Larger infractions, such as verbally abusive attacks, physical threats, fighting, and substance abuse are to be dealt with at the Adminstrative level immediately.
  5. 5. » The Trafalgar School Code of Conduct and Student Handbook both mention a progressive discipline model. » In all circumstances, student dignity remains at the forefront. Discipline at the middle school level aligns with the District Positive Behavioural Support model, supporting academic and behavioural learning and redirection.
  6. 6. » For students with special education needs, » » » » interventions, supports, and consequences must be consistent with the student’s: Strengths Needs Goals And expectations contained in his or her Individual Education Plan (IEP), Positive Behavioural Support Plan, or Safety Plan.
  7. 7. “When inappropriate behaviour occurs, disciplinary measures should be applied within an educational framework that is corrective and supportive rather than punitive.”
  8. 8. » Having a progressive discipline plan will allow you, the teacher, to be in charge of managing all aspects of your classroom, and provides students with a ‘chance’ to change. » Many teachers who do not provide students with this chance will never see progressive changes to their classroom, and will continually rely on traditional or administrative consequences instead of learned/modeled behavior patterns. » Discipline teaches students to behave and interact in a responsible manner, and to be “respons-able” for their actions through their choices. » Effective discipline is positive, preventative and productive.
  9. 9. Guiding Principles of effective school discipline include: » » » » » » » » » » » Promoting success for all students, regardless of ability or skill Creating a school culture where learning and safety are central Embraced and is practised by all staff in the school community Requiring collegiality and consistency in our approach—working as a TAG Team Ensuring respect and responsibility Nurturing courtesy, cooperation, and accountability for actions Teaching appropriate student behaviour Enhancing character development (reparation, “doing the right thing,” accountability) Setting high expectations for growth across the grades and as students mature Following a prevention‐intervention model Building partnerships with the greater school community—across grades, and with adults in building
  10. 10. » Teacher has a clear classroom behavior plan that is simple, straightforward—tight yet loose, and has been created in collaboration with students wherever possible—posted visibly in class and communicated to parents » Classroom behavior plan aligns with School Code of Conduct and is fair, equitable, and consistent, and takes into consideration students with learning disabilities, mental health issues, and IEPs or current Positive Behavioural Plans » Clear communication of the behavior plan, and teaching/reinforcement of behavior skills ˃ Routines upon entering class ˃ Routines when supplies are not brought to class ˃ Bathroom routines ˃ Seating arrangements ˃ Routines for submitting assignments, asking for help (eg./ “ask three before me”) ˃ Self-regulation routines (quiet times, pacing, movement and body breaks)
  11. 11. » Adaptations for students with IEPs or LD designations (see Case Manager or LST) » Proactive relationship-building to establish goodwill for times of duress ˃ Meet and greet at door ˃ Brief 2x10 conversations with select students ˃ Humour, in measure » Working with EAs in classroom—partnering and modeling with supporting adult in classroom » Specific, targeted reinforcement/praise for positive behavior
  12. 12. » Step 1: Warning » Usually verbal warning or cue to stop disruptive activity or behavior and reminder of Classroom Rules or Guidelines and expected behaviour » Eye contact and visual cues to the desired behavior » Proximity to student, gentle touch on shoulder if needed » Clear examples of appropriate behavior with an opportunity to practice or try again » Removal of distractions and triggers (re-seating plan, removal of device) » Utilizing in‐classroom time‐outs prior to out of class time‐outs (and prior to office timeouts) » Teacher will implement a classroom consequence for warnings given or problem-solve with student (review of strategies and expected behaviours in hallway, quiet space, or at break)
  13. 13. » Step 2: Parent Notification » Teacher will make initial Parent contact either by phone or email to explain issue and problem solve » Often, there are mitigating circumstances on the homefront that may be contributing to the school issue » Use your professional judgment when contacting home—and follow up with a positive
  14. 14. Step 3: Detainment and Problem Solving Conversation with Student » Teacher may hold problem-solving conversation with the student with referral to Classroom Plan and expected behaviours—determine if this is a discipline issue or a learning issue (or a combination) “Do you know why we’re having this conversation?“ “This is what I see happening” “When you do/don’t….I am concerned that…” “Help me understand why” “What are you going to do to help solve your problem?” “This will/won’t work because…” » The conversation may focus on: reinforcing guidelines, room for improvement and growth—a quick step plan, re-connect and re-affirm, and should focus on the teachable moment » Tighten consequences in class, sequence activities (first we do this, then this…) » Immediate praise for first signs of correct behaviour » Elicit support of classroom EA, if available, to encourage behaviours » Teacher may notify Counselors and/or Administration if necessary, particularly if the student is already at-risk; a brief triad conversation with a member of the SBT to clarify the issue may be necessary
  15. 15. Step 4: Parent Conference » Teacher will contact parent/guardians by phone or email to outline issue and come to a resolution » Is this issue cropping up in other classes? Consider a dual or team meeting with parent and student » The situation may warrant trying to schedule a parent Conference to discuss student behavior » This meeting can be held with any necessary adults deemed appropriate—via phone or face to face » SBT Team may be notified, including Administration of meeting outcomes.
  16. 16. Step 5: Administrative Office » If the previous steps don’t work, then a visit to Administration is next to problem-solve with the teacher and student, and potentially the parent. » The Vice-Principal or Principal may recommend a one day in-school suspension depending on the nature of the infraction (continued opposition and defiance, absenteeism, seatwarming, verbally abusive language, etc.)
  17. 17. “Discipline isn’t what you do when children misbehave; it’s what you do so they won’t.” R. Morrish, 2007.
  18. 18. » Review of School Code of Conduct/Student Handbook/Classroom Positive Behavioural Support Plan » Triad conversation with student and teacher » Potential time out from class if cool down is necessary » Re-Entry Plan in consultation with teacher and student: narrowed expectations, needed supports, timeline for improvement, next steps » Referral to SBT and Grade Level Case Manager as necessary for review or creation of Positive Behavioural Support Plan—to be communicated and created with input from teachers, student, and parent
  19. 19. » Potential time out from class with schoolwork (Par 4 Room) » Review of PBS Plan » Likely call home with outline of what steps have been taken to date and next steps expectations » Re-Entry Plan with intensified criteria for success, and narrowing consequences (loss of privileges, time-out area and plan, daily check ins) » Potential Reparation, Conflict Mediation, or Community Service » Student Services Tracking Form (SBT approach)
  20. 20. » Phone call home and potential collection of student by parent/guardian » Potential in-school suspension (1-2 days) » Reparation/Behaviour Plan/Counselling Referral/SBT Referral as necessary » District or Community Agency intervention and support
  21. 21. “Plan how you will elicit good behaviour, not how you will respond to poor behaviour. It’s always better to plan for success, than to plan for failure.” – (R. Morrish, 2005)
  22. 22. All staff must consistently require that students comply with established school expectations. Discipline is about teaching students to behave properly. A positive school culture exists when school staff: » Teach the rules and procedures of the school. » Teach any behavioural and social skills necessary for school success. » Commit, as a staff, to be good role models, mentors and coaches: correct » Redirect; and always acknowledge good behaviour. » Provide students with feedback and evaluation regarding their behaviour.