May 2016 - Mesquite ISD

DISCIPLINE
PROGRAMS
DISCIPLINE
PROGRAMS
May 2016
May 2016
The vision for effective discipline is to maintain a positive atmosphere in the classroom and support students’ learning. Teaching
strategies that support positive behaviors begin by making expectations clear, teaching children how to meet them and
reinforcing children’s appropriate behavior.
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The mission of the Mesquite ISD is to EDUCATE all students and EMPOWER them to EXPAND their opportunities to ENRICH our
community. The Mesquite ISD Code of Conduct and Student Handbook protect the rights of all students to receive and optimize a quality
education.
The Mesquite ISD Student Handbook and Code of Conduct are written and updated yearly with the purpose of providing students and
parents with information, guidelines, and polices that will enhance their educational experience. The Student Handbook is designed to be in
harmony with Board policy and the Texas Education Code. The Code of Conduct is adopted from the TASB model and provides a framework
that should promote a safe and orderly learning environment for every student. It provides methods and options for managing students in
the classroom and on school grounds, disciplining students, and preventing and intervening in student discipline problems. The COC
provides information to parents and students regarding standards of conduct, consequences of misconduct, and procedures for
administering discipline. MISD’s discipline programs consist of many parts. Campus discipline at all levels can be handled through a variety
of appropriate consequences, such as counseling, detentions, loss of privileges, school-based community service, In-School Suspension, and
when the safety of the student or others is at stake, home suspension.
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When on-campus discipline methods are not effective or the violation is more severe, elementary campuses can use our DAEP
(the Learning Center) to send students to CAPE. CAPE is a short-term disciplinary placement for 3, 5, 7, 10, or 15 days. CAPE is
designed to re-direct the behaviors of the student giving them the ability to make better choices when the same or similar
circumstances arise.
Middle schools may use MIC located at the Learning Center as a short-term placement for students that have persistent poor
behaviors or commit more serious offenses. MIC is for 5, 10 or 15 day placements and is designed to get the student back on
track and understand that poor decisions have consequences.
High Schools have a program called ISIP (In School Intervention Program) housed in one of their portables on campus. It is
designed to assist students whose behaviors are either more severe or are persistent and allow them a chance to stay on campus
receiving instruction and guidance on making better behavior choices. This program has a certified teacher and an aide to assist
a small group of students. Their placements are short-term in length (no more than 15 days).
Elementary, Middle, and High schools may use a Challenge placement for offenses that are more severe in nature. Some of these
include placements that the state defines as mandatory. All Challenge placement students are housed at the Learning Center.
The length of placement for a student depends upon their age and whether the offense is against themselves or others. Most
placements for elementary students are 20 days in length.
Middle and high school student offenses that do not involve violence against others are 30 days in length. Violent offenses call for
a full placement which consists of the student serving the six weeks in which the offense occurred plus two additional six weeks.
Most students are given the opportunity to attend counseling sessions with their parent(s) and serve community service which
allows them to be considered for an early release. For more serious offenses, a student can/must be expelled from their home
campus and placed in JJAEP.
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DISCIPLINE PROGRAMS
DISCIPLINE PROGRAMS
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May 2016
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JJAEP (Juvenile Justice Alternative Education Program) is a multiple-district cooperative program where students that are
expelled go to complete their disciplinary placement and continue their education in a more restrictive environment. The state
defines which of these are mandatory and which are discretionary. The state pays for mandatory placements and the districts pay for
discretionary. The cost of placing a student in a discretionary placement is $114 per day. There are many proactive steps taken prior
to the district making a discretionary placement, including a placement in Challenge first. If there are continued and repeated
disciplinary problems, the student is placed in pre-expulsion at Challenge. If proactive measures continue not to work, only then is an
expulsion and JJAEP referral considered.
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The Mesquite ISD Learning Center Cadre.
o Who is involved? The Learning Center has (3) elementary behavioral specialists, a licensed counselor, (3) elementary
Challenge teachers, (3) elementary CAPE teachers and (3) classroom aides to serve the elementary student population. These
make up the Elementary Cadre unit.
o How does it work? During the first four weeks of every school year, home campus administrators or counselors can submit
a Google document that includes information about students (K-2) who are struggling behaviorally with the transition to
school at the beginning of the school year. That information is stored in a secure database and includes a description of the
problematic behavior. A Learning Center specialist reviews the information and assigns a person, or persons who can work
with the struggling student
What does the Cadre Unit Do?
o Assigned Cadre members will initially visit the home campuses to 1) observe the concerning behaviors, 2) attempt to
determine the root of the behavior, and 3) develop the best course of intervention for the student. Intervention strategies to
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DISCIPLINE PROGRAMS
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address the behavior are implemented by the Cadre member, and suggestions are provided to the campus before the Cadre
member moves on to serve another elementary student in need. Cadre members can stay on home campuses if necessary and
directly work with the same students for multiple days as a support to the campus, depending on the severity of the student’s
behavior. However, transitioning responsibility to a campus staff member is important once a strategy is successful and the
student is better able to behave independently. This ensures the students and campus do not become dependent on the cadre
member’s daily on-site support.
Is the Cadre effective?
o The effectiveness is determined by the ability of the student to manage his or her own behavior independently and with fewer
behavior disruptions. Campus behavior referrals are tracked to determine how effective the Cadre intervention has been for
each cadre student. The end goal is to implement strategies so that zero CAPE placements come from Cadre students and
students are able to manage their own behavior before escalating to the point of behavior referrals. The most recent data
shows 40 of 44 students who worked with the Cadre did not receive a DAEP referral during that school year.
Staff Development for the Learning Center
o LC employees receive a variety of trainings and staff developments geared towards better assisting students with behavioral
concerns, including counselor-led trainings on empathetic responses to students and teacher-led trainings on de-escalation
techniques.
o Recent trainings are highlighted by a multi-year commitment to PBIS (Positive Behavior Intervention and Supports). As a
result, students at the LC are recognized for their positive behaviors on campus in a variety of ways. Elementary and middle
school students earn and track positive points throughout the day in areas of communication/respect, academic effort, and
routine expectations.
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Students have several opportunities throughout the day to earn points, even if their day did not begin with early successes.
Teachers use various age-appropriate rewards and recognitions for students throughout the school day.
All students, including those in high school, may be recognized through the Learning Center EMPOWER program, which
emphasizes the following areas:
 Excellence
 Manners
 Positive
 Observant
 Wise
 Encouraging
 Responsible
Faculty and staff notice student behavior in one of these areas, and highlight the student behavior on a written EMPOWER
card which is given to the student for personal recognition. The EMPOWER card is then posted on the EMPOWER board in
the cafeteria for public recognition. When a number of EMPOWER cards are posted in a row or column, an additional
reward is given to those students. This has proven to be a highly discussed recognition among students of all ages.
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Layers of support on home campuses prior to DAEP placements:
Elementary campuses use PST (problem-solving teams), 504, or SPED support, including BIP’s (behavior implementation plans) and gain
administrative approval before placements are made to ensure appropriate plans are being implemented and student instruction
maximized. R time is a structured program for elementary schools that develops positive relationships between children. It does this by
creating an environment that supports and enhances good manners, respect, courtesy, and citizenship. R time has been shown to improve
behavior, reduce bullying, raise self-esteem and accelerate learning. Much of the emphasis in R time is on good manners and co-operation,
creating a whole school culture of mutual respect. In once weekly 10-15 sessions, classroom teachers are able to facilitate discussion and
teach social skills and character building traits through pre-determined scenarios and paired discussion.
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District behavior specialists for both regular education and special education are available to work with students on the
home campuses if additional support is needed beyond campus personnel.
 LC Behavior specialists coordinate transition plans for students returning to their home campuses by
communicating successful strategies and interventions to the home campus personnel, and often include a visit by a
cadre member to the home campus once the student finishes a DAEP placement.
There is a Family Support Counselor available to families that have a student placed at the Learning Center and receive
information during the initial intake appointment. The Family Support Counselor works specifically with parents on
addressing student behaviors that impact the student’s success while in an academic setting.
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General education behavior specialists are available to assist campuses, administrators, teachers, and students. The district
currently employs two “at large” specialists at the elementary level, one at the middle school level, and one at the Learning
Center. Next school year, two elementary behavior specialists are being added.
The middle school version of R Time is Negotiate. A similar process is utilized but the scenarios and discussion change to match the social
and peer situations that students encounter while in middle school.
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Middle schools campuses use PST (problem-solving teams), 504, or SPED support, including BIP’s (behavior
implementation plans. Behavior specialists for both regular education and special education are available to work with
students on the home campuses if additional support is needed beyond campus personnel.
High school campuses use PST (problem-solving teams), 504, or SPED support, including BIP’s (behavior implementation
plans. At-Risk counselors at each high school identify students in need of assistance and coordinate support plans for
students.
 The district uses a high school At-Risk counselor facilitator which coordinates the efforts from the Learning
Center to transition students by communicating successful strategies and interventions to the home
campuses. For students with more involved plans, this includes participating in transition meetings on the
home campuses.
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Unique Certifications/Responses of Learning Center Staff
o Several Learning Center teachers are certified counselors or are completing their counseling certification, which adds a
layer of competency and expertise when assisting students serving DAEP placements.
o Many teachers are also certified in CPI Non-Violent Crisis Intervention techniques. The number of certified staff in these
techniques increases each school year. The Learning Center has a goal to train the entire faculty and staff over the next year
or two, as staff development training opportunities allow.
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Is the Learning Center and their focus on the positive student interactions effective?
o Beyond the anecdotal evidence of positive student discussions, the effectiveness of PBIS and other behavioral training is
determined by tracking student discipline data. Comparing the first semesters of the past two school years, student
discipline referrals have been reduced by at least 25% since PBIS trainings and techniques have been implemented.
This reduction at a DAEP is significant.
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The goals for Discipline programs include:
The goal of the MISD discipline program is to help children learn self-control as we teach appropriate behavior and respectful
interactions with others. The goal of discipline is not to influence behavior through fear of punishment, but to support the
development of self-control and problem-solving skills. We resolve to accomplish this by:
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Creating an environment that teaches children the value of making good choices.
Using positive discipline to reward good behavior and provide motivation.
Helping children to express feelings appropriately and giving them adult mentors who can assist them.
Actively teaching discipline through proactive instruction in appropriate interactions with others and in respectful
disagreement and discourse.
Ensuring that a consistent set of expectations are followed by the adults in the schools to give students knowledge and
security regarding boundaries in the school environment.
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DISCIPLINE PROGRAMS
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Top Three Disciplinary Events for School Years
2013-2016
*2015-2016 school year reflects data through 3/16/16
**Discipline data does not reflect Dress Code Violations or Tardies (separate document)
7,000
6,000
5,000
4,000
Confront/Disupt Activity
Insubordination
3,000
Inapp. Behavior
2,000
1,000
0
2013-2014
2014-2015
2015-2016
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Top Three Disciplinary Actions for School
Years 2013-2016
*2015-2016 school year reflects data through 3/16/16
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0
Firearm
Illegal Knife
Arson
Aggravated…
Retaliate…
Prohibited…
Lewdness/Inde…
School Related…
Aggr. Assault -…
Aggr. Assault -…
Felony Control.…
Fire (not Arson)
Bomb…
Assault-…
Title 5 Felony -…
DAEP Serious…
Terroristic…
Assault-Student
Alcohol
Conduct Punish.…
Non-Illegal Knife
Death Threat
Simu. Control.…
Non- Expel…
Threatened Sch…
Assualt Cont-…
Tobacco
Bullying/Harra…
Controlled…
Assualt Cont-…
Fighting
DISCIPLINE PROGRAMS
May 2016
Serious Offenses Reported to TEA
2013-2016
*2015-2016 School year reflects data through 3/16/16
1200
1000
800
600
400
2013-2014
2014-2015
200
2015-2016
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Dress Code & Tardy Violations
2013-2016
*2015-2016 School year reflects data through 3/16/16
8,000
7,000
6,000
5,000
Dress Code Violations
4,000
Tardies
3,000
2,000
1,000
0
2013-2014
2014-2015
2015-2016
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DISCIPLINE PROGRAMS
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The Learning Center Behavior Cadre
2015-2016
*Schools That Received Cadre Assistance and Follow Up on Disciplinary Events for the School year as of 3/18/16
Office Referrals 2015-2016
Lawrence
Tisinger
Hanby
Florence
Pirrung
Mackey
Gentry
Tosch
Shands
Rugel
Achziger
Number of Students in Cadre
0
1
2
3
4
5
6
7
8
9
10
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May 2016
Approximate Program Cost:
 The MISD Operating Budget for Discipline Programs at the Learning Center (DAEP) for 2013-2014 was
$2,641,835.00. The actual cost for 2013-2014 was $2,642,399.11.
 The MISD Operating Budget for Discipline Programs at the Learning Center (DAEP) for 2014-2015 was
$2,726,800.00. The actual cost for 2014-2015 was $2,751,383.36.
 The MISD Operating Budget for Discipline Programs at the Learning Center (DAEP) for 2015-2016 is
$2,936,250.00. The actual cost of the program as of 4/11/2016 is $1,711,075.48.
 The amount of money actually spent at the Learning Center depends upon the number of DAEP
placements. The state requires a ratio of 1:15. When the number of students we must serve at any
given time goes above the ratio, substitutes must be approved to meet the 1:15 ratio. This ensures
better safety and meets instructional needs.
 The MISD Operating Budget for JJAEP students for years 2013-2014, 2014-2015, and 2015-2016 was
$100,000.00.
o The actual cost of the program for 2013-2014 was $44,688.00.
o The actual cost of the program for 2014-2015 was $71,523.00.
o *The actual cost of the program as of 4/11/2016 is $32,139.00.
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In the future, teachers in MISD will be well trained and provided with multiple staff development opportunities which address discipline as
a tool to enhance the learning environment, not as punitive measures.
Teachers and staff will proactively identify causes and triggers for students’ behaviors and know our students so well that they can step in
and assist effectively.
Students will work together to help watch over one another and set up their own environment to discourage bullying. They will hold each
other accountable for their actions.
Digital citizenship is a standard for all students and will be seen as a way to keep everyone safe.
MISD will forge partnerships with outside agencies (counseling, probation, parole officers, etc.) to maximize the layers of support we offer
students and their families when in crisis or facing conflict.
MISD will continue to research and examine Restorative Discipline practices and the possibility of bringing it to some of our campuses with
the proper layers of support and implementation.
o Our greatest challenges are providing adequate space at the local DAEP (The Learning Center) due to the 15:1
student/teacher ratio required by the state. It is also difficult to add appropriate new staff members when the number
of students goes up, as they need such specialized training. In addition to space and personnel, many of these students
and their parents need additional social supports and contacts. MISD continues to strive to provide comprehensive
programs to help students with learning and social difficulties, as we know that a child cannot learn to their fullest
potential when they are facing certain conditions.
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