Behavior Education Plan March 31, 2014 Supported by Research - - PowerPoint PPT Presentation

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Behavior Education Plan March 31, 2014 Supported by Research - - PowerPoint PPT Presentation

Feb 27, 2024 342 likes •494 views

Behavior Education Plan March 31, 2014 Supported by Research National research shows that exclusionary practices are ineffective in changing student behavior. Research also shows: - Suspension and expulsion predict higher rates of

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Behavior Education Plan

March 31, 2014

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Supported by Research

  • National research shows that exclusionary

practices are ineffective in changing student behavior.

  • Research also shows:
  • Suspension and expulsion predict higher rates
  • f future misbehavior
  • School removals are associated with a higher

likelihood of school dropout

  • Suspension and expulsion increase the

likelihood that the child or youth will enter the criminal justice system

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L

  • st Instr

uc tion

4421 4467 4548 4074 3618 582 513 808 844 686 461 604 722 1174 1143 1117 983 958 6327 6278 7064 6640 6075 2008-09 2009-10 2010-11 2011-12 2012-13

Days of Instruction Lost - Out-of-School Suspensions

Asian African American Hispanic Two or more races White

In 2013-13, students lost more than 6,000 days of instruction due to suspensions.

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Dispr

  • por

tionality

19% 19% 9% 45% 8%

MMSD Demographics Spring 2013

African American Hispanic Asian White Two or more races

60% 11% 1% 15% 13%

Out-of-School Suspensions 2012-13

African American Hispanic Asian White Two or more races

48% 85% 52% 15%

Percent of MMSD Percent of Suspensions Not low-income Low-income

24% 9% 76% 91%

Percent of MMSD Percent of Suspensions Not ELL ELL

16% 49% 84% 51%

Percent of MMSD Percent of Suspensions Not Special Education Special Education

48% 28% 52% 72%

Percent of MMSD Percent of Suspensions Male Female

Large disparities exist between MMSD demographics and shares of suspensions

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Our current state requires a shift in our thinking and our day-to- day practices.

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Developing the Behavior Education Plan

  • Board started the process and created the ad

hoc committee on September 16

  • Series of eight focus groups
  • Survey to all MMSD families
  • Input from principals, teachers, families,

students, community leaders collected

  • Guidance from national expert and other

urban districts

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Guiding Principles

  • We are grounded in a strong focus on

engagement and learning.

  • Whenever possible, we avoid exclusionary

practices.

  • We believe in teaching and intervention over

consequences and punishment.

  • We support progressive discipline, not zero

tolerance.

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Guiding Principles

  • We believe that strong school-family partnerships

are important.

  • We will use disaggregated data to identify

disparities, monitor progress and drive decisions.

  • We believe that every child, when provided with

appropriate support, can learn and succeed.

  • We support proactive problem-solving on behalf
  • f students.
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Overview of Behavior Education Plan

  • Teaching and learning model rather than rules

and consequences model

  • Plan outlines interventions rather than only

disciplinary consequences

  • Discipline must be paired with

interventions

  • Progressive discipline
  • Always start at the lowest level and

increase interventions as necessary

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Overview of Behavior Education Plan

  • Decrease exclusionary practices
  • Suspension no longer allowed for response

levels one and two

  • Use of school suspension dramatically

decreased – by 20 violations in elementary, 10 in secondary

  • Elimination of aggravating factors
  • Increased use of restorative practices
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Overview of Behavior Education Plan

  • Parents included as partners at problem-

solving table

  • Plan requires staff to contact parents

immediately if a suspension occurs, within 24 hours if there is no suspension

  • Plan requires regular data analysis and

problem-solving by school teams and central

  • ffice
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Implementation

  • Integrating BEP into School Improvement Plans
  • Goals and measures around behavior in

climate and culture section

  • BEP toolkit
  • Focus on professional development
  • Regular data monitoring, adjustments as

needed

  • BEP coordinator to work with schools
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Intensive Support

Like in our school support system, some schools will require intensive support in implementation:

  • Funding or seats at professional development on classroom

management

  • Additional PBS support through increased internal coach or

consultation with external coach

  • Additional psychologist, social worker to provide tier two or

three interventions

  • Additional support for restorative practices

Through school improvement planning process, SBLTs and principals work to identify what would best support implementation in their school.

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Questions