Classrooms not Courtrooms: Removal or Reduction - VTSS

Classrooms not Courtrooms:
Removal or Reduction of
Exclusionary Practices
Nicholas Diggs, VTSS Systems Coach, ODU
William Noel, Director Student Support & Disciplinary
Review, Henrico County Public Schools
Joseph Wharff, School Counseling Specialist, VDOE
Kimberly Yanek, Assistant Director PBIS Training and
TA, Mid-Atlantic PBIS Network
Overview
1.
2.
3.
4.
5.
Introductions
Introduction to Element 5 of the Policy
Panelist
Questions and Answers
Evaluations
5. Removal or Reduction of
Exclusionary Practices
• Equity Policy Guide
http://www.pbis.org/school/equity-pbis
Rethinking Discipline
Academic Errors
• Assume student lacks
fluency or
inconsistency, but is
trying
• Data-informed support
• Reteach with practice
and feedback
Social Behavior
Errors
• Assume student knows
right from wrong, but is
choosing to “be bad”
• Use progressively more
severe punishment
• Re-teaching and
practice not required
http://pbismissouri.org/wp-content/uploads/2015/05/Tier-1_Ch.-1-2015.pdf
Rethinking Discipline
Academic Errors
Assume and check to
ensure student has
learned skill
Social Behavior
Errors
Assume student
has “learned”
their lesson
http://pbismissouri.org/wp-content/uploads/2015/05/Tier-1_Ch.-1-2015.pdf
Removal or Reduction of
Exclusionary Practices:
What it is?
4 Critical Features
Critical Feature
Clear communication that suspension or
expulsion is limited to behavior incidents that
pose a serious and credible threat to the safety
of students and staff
Language matters…
Example School District is working to keep
students in school with continuous access to
instruction and reduce the practice of
removing students from their classrooms for
disciplinary reasons. Suspensions and
expulsions are reserved for serious behavior
incidents that pose a credible threat to the
safety of our students and staff. More
information on suspensions and expulsions,
including the appeals process for families, can
be found on the district’s Student Discipline
Webpage.
Non-example School District holds high
standards for our students and employs a
Zero Tolerance Policy when it comes to
issues of disruptive student behavior. The
district’s Zero Tolerance Policy is designed
to make our school safe and provide
learning environments that are free from
distraction.
Critical Feature
Descriptions of and guidelines for using
alternatives to suspension
Suspension often results from deficits in social
skills that will not improve without additional
instruction. Alternatives provide opportunities
to learn and practice social skills (Massar, McIntosh, &
Eliason, 2015)
Alternatives to Suspension
Additional social skills
instruction (Check-In
Check-Out)
Problem Solving
(Restorative Chat/CircleWhat can I Do to Support
You?)
Counseling
Connection to Mentor
Restitution (natural
consequences)
Family involvement to
help problem solve and
identify ways to increase
communication
Behavior Support Plan
(Green et al., 2015)
Alternatives to Suspension
Appropriate in-school suspension (e.g., includes
academic tutoring, explicit instruction on skillbuilding, clearly defined procedure for returning to
class)
(Green et al., 2015)
Critical Feature
Removal of zero-tolerance or other automatic
suspension (e.g., 3 strikes) procedures from all
policies, except as required by state or federal
law
Zero Tolerance
Zero Tolerance is a philosophy/policy that
mandates the application of predetermined
consequences, most often severe and punitive
in nature, that are intended to be applied
regardless of circumstances or context. They
are intended to deter behavior by sending the
message that no form of a given behavior will
be tolerated under any circumstances (Skiba et al.,
2006).
Instead …
Implement evidence-based
preventative approaches to
problem behavior AND develop
instructional alternatives to
suspension when problem behavior
occurs (Massar, McIntosh, & Eliason, 2015)
Exclusionary practices
• Even one suspension is associated with
increased risk of academic failure, school
dropout, and involvement in the juvenile
justice system (American Academy of Pediatrics, 2013)
• Inadvertently reinforcing “problem behavior”
(Tobin, Sugai, & Colvin, 1996)
• Use ONLY for behavior that poses safety
concerns
Critical Feature
Restriction of exclusionary discipline for nonviolent behavior incidents (e.g. suspensions for
disrespect)
Policy to ban suspensions for
“willful defiance”
Well intended policy …
unintended consequences
Social Competence &
Academic Achievement
OUTCOMES
DATA
SYSTEMS
What we do to
support adults
to implement
the practices
Outcome data
(social
behavior,
academic
achievement),
Progress
Monitoring,
Fidelity
PRACTICES
What we do to
support students
(OSEP PBIS TA Center)
Kimberly Yanek
[email protected]
References
American Academy of Pediatrics. Committee on School Health. (2003). Out-ofschool suspension and expulsion. Pediatrics, 112,1206-1209.
Green, A., Nese, R., McIntosh, K., Nishioka, V., Eliason, B., & Delabra,
C.
(2015). Key elements to address discipline disproportionality: A guide
for district and school teams. OSEP Technical Assistance Center on
Positive Behavioral Interventions and Supports.
Massar, M.M., McIntosh, K., & Eliason, B.M. (2015). Do out-of-school
suspensions prevent future exclusionary discipline? OSEP
Technical Assistance Center on Positive Behavioral Interventions and
Supports.
Skiba, R.J. et al. (2006). Are zero tolerance policies effective in the
schools? An evidentiary review and recommendations. Washington,
DC: American Psychological Association Zero Tolerance Task Force.
Tobin, T., Sugai, G., & Colvin, G. (1996). Patterns in middle school discipline
records. Journal of Emotional and Behavioral Disorders, 4, 82-94.
Dr. William T. Noel, Sr.
Director, Student Support &
Disciplinary Review Office
vs.
•
Supports & Interventions
•
Code of Student Conduct
•
“D Codes”
Teaching behavior as
relentlessly as we teach reading
or other academic content is
the ultimate act of prevention,
promise, and power underlying
preventative interventions in
America’s schools.
• a child does not know how to spell . . . we
!
• a child does not know how to read . . . we
!
• a child does not know how to multiply . . . we
• a child does not know how to behave . . . we . . .
!
Supports &
Interventions
Supports & Interventions
Behavior Support Team
• Provides students with strategies & supports to improve classroom
behavior;
• Provides strategies to teachers with classroom management
concerns, as well as to students with MH/Trauma concerns;
• Provides district-wide professional development on PBIS.
Coordinators of Behavior Support
• Deans of Students, RESET, CLIMB & identified students.
Henrico HEROES
• Mentoring Program
Substance Abuse Counselor
• Awareness & Intervention Program
• Henrico Too Smart to Start Program
Code of
Student Conduct
Rights & Responsibilities
• Students
• Parents/Guardians
• HCPS Staff
Code Violation
Categories
: Recommended Dispositions
One or more may apply
Student Conference
Parent Contact
Conference with Parent
Instructional Support Services Intervention
Detention
Suspension
Shortened School Day
Alternative School Program
Suspension Intervention Program (Elementary)
School Resource Officer/Law Enforcement Agencies
Court Referral
Confiscation
Community Service
Mediation/Conflict Resolution
RECOMMENDATION TO THE SCHOOL BOARD FOR EXPULSION
: Code Violation Categories
Category 1: classroom supports, interventions, or minor
consequences (ISS).
Category 2: minor consequence (ISS), up to a three (3) day
suspension.
Category 3: maximum five (5) day suspension.
Category 4: six (6) to ten (10) day suspension.
For elementary-age students and students with disabilities, administrator may consider 1-10 day suspension.
Category 5A: suspension for more than ten (10) days, but
less than 365 days.
Category 5B: a recommendation for expulsion.
Interventions
&
Responses
By Code Violation Category
•
Student has no prior incidents, and interventions
have not been introduced.
•
A variety of teacher and classroom interventions
are implemented.
•
May result in lunch detention, a call home, or a
referral to the office.
Goal: change the conditions that contribute to the
student’s inappropriate or disruptive behavior.
•
Student’s behavior continues to negatively affect
the learning environment.
•
More intensive supports and interventions are
implemented.
•
May result in short-term suspension (1 to 3 days).
Goal: correct behavior by stressing the gravity of the
behavior while trying to keep the student in school.
•
Despite additional interventions, the student’s
behavior escalates.
•
May involve short-term suspension (1 to 5 days).
•
Suspension is to be limited as much as possible
while adequately addressing the behavior.
Goal: correct the inappropriate behavior and return
student to school setting as swiftly as possible.
•
Student’s behavior affects the safety and learning
of others.
•
Potential longer suspension due to unchanged
inappropriate behavior.
•
May involve short-term suspension (between 6-10
days). For elementary-age students and students with disabilities, administrator may consider 1-10
day suspension.
Goal: focus on the safety of the school community
and end self-destructive and inappropriate behavior.
•
Student’s behavior is continuing to escalate,
despite multiple supports & interventions.
•
May result in long-term suspension or a
recommendation for expulsion.
•
Student may be brought before the School Board
for expulsion.
Goal: maintain a safe and orderly learning
environment for all students and staff.
• African-American students are suspended more
than two (2) times the rate of Caucasian students;
• “D-Code” offenses are the most subjective; yet the
most common cause of suspensions & the only
code that shows a significant disparity.
• Cultural Competency, CRPBIS & Implicit Bias.
A colleague said to me one time,
"They don't pay me to like the kids.
They pay me to teach a lesson. The
kids should learn it. I should teach
it. They should learn it. Case
closed."
Dr. William Noel, Sr.
Student
Support
Well, I said to her,
"You know,
kids
don't learn from people they don't
Review
like." - Rita Pierson
& Disciplinary
Office
[email protected]
Office: (804) 652-3713
Cell: (804) 240-6196
Rita Pierson: Every kid needs a champion,
TED Talks Education
Classrooms Not Courtrooms Institute
Attendance & Truancy Among Virginia Students
12 Module Training Series
July 28, 2016
Office of Student Services, Virginia Department of Education
What is Chronic Absence?
Chronic absence as missing 10% or more of school for
any reason.
Excused
Absences
Unexcused
absences
Suspensions
Chronic
Absence
Chronic absence is
different from truancy
(unexcused absences
only) or average daily
attendance (how many
students show up to
school each day).
100%
Absences by Sub Groups During the
2013-2014 School Year (180 Days)- Virginia
Missed less than 5%
(less than 9 days)
90%
80%
Missed between 5% and 10%
(9 to 17 days)
70%
60%
Missed between 10% and 15%
(18 to 26 days)
50%
40%
Missed between 15% and 20%
(27 to 35 days)
30%
20%
Missed more than 20%
(36 or more days )
10%
0%
All Students
Asian
Black
Hispanic
White
46
Attendance & Virginia’s
Multi-Tiered System of Supports
A data-driven decision making and capacity building
framework for establishing the academic, behavioral
and social-emotional supports needed for a school
to be an effective learning environment for all
students
ATTENDANCE
Attendance Teams: Organizing the School
Attendance Strategy
New Practice:
• Goal and action oriented.
• Coordinates the school’s multi-tiered strategy to reduce
chronic absence.
• Uses qualitative and quantitative data to understand the
attendance challenges at their school.
• Uses trend data to identify which sub-groups of students
are most vulnerable to absenteeism.
• Connects families and students to needed resources.
• Monitors progress.
Attendance & Truancy Among Virginia Students
http://www.doe.virginia.gov/support/prevention/attendance-truancy/index.shtml
12 Module Training Series
49
Why We May Not Notice
Chronic Absence
Absences Add Up
Chronic Absence = 18 days of absence = 2 days a month
Module Session Titles
1. Understanding Chronic Absenteeism
2. Frameworks for Reducing Chronic Absence
3. Establishing School Attendance Teams
4. Using Data to Drive Action
5. Messaging Attendance
6. Integrating Attendance In Parent Engagement
7. Utilizing Parent-Teacher Conferences to Talk about Attendance
8. Recognizing Good and Improved Attendance
9. Providing Personalized Early Outreach
10. Identifying barriers
11. Creating opportunities for peer learning
12. Engaging Community Partners
Recommendations
 Establish a School Attendance Team
 Educate parents about how absences as early as pre-k
can impact reading and math skills and how middle/high
school absences are linked to dropout.
 Encourage teachers to speak to parents about
absences. Specific information about the lessons
students are missing can be helpful.
 Help parents keep track of the # of absences. Let them
know how their children compare to others in the class.
 Take stock of community members who play critical roles
in kids’ lives, and enlist their help.
Thank You!
Virginia Department of Education
Office of Student Services
Office: 804-225-3370
Fax: 804-371-8796
A Statewide Initiative that Provides Positive Behavioral and Academic
Supports to All Students
Check-In and Check-out as an
Alternative to Exclusion
Niq Diggs, VTSS Systems Coach
[email protected]
A Schoolwide Approach to Systems Change
Role of Tier 2 Interventions and
supports
Hour Glass Effect
What is Check-In Check-Out (CICO) ?
•
•
•
•
•
•
Small group intervention to provide...
– Daily organization and behavioral support
– Systematic performance feedback
– High rates of adult attention
– Mechanism for making data-based decisions
– Communication link between school and
home
Student Recommended for CICO
CICO is Implemented
•CICO Coordinator
CICO Coordinator
summarizes data
for decision making
Morning
check-in
Parent
feedback
•Request for Assistance Teacher
•Discipline Referrals (SWPBS Team)
•Parent recommendation
•Administrator recommendation
Regular teacher
feedback
Bi-weekly coordination
meeting to assess student
progress
Afternoon
check-out
Revise
program
Exit
program
Why is it an effective alternative to
exclusionary practices
• Exclusionary practices don’t address a student’s
behavioral skill or performance deficits
• Instructional approach
• CICO is a low effort, high efficacy intervention
• Allows the student to remain engaged in the
academic setting
• Provides embedded social skill instruction
• Increases student capacity to self monitor and
self regulate
CICO is a good fit for students…
• That continue to engage in frequent problem
behavior despite effective school-wide, Tier 1
prevention efforts
• That need additional teaching, monitoring and
feedback
• Who could benefit from extra attention or
support at school before they are in crisis
(Crone, Hawken & Horner, 2010)
CICO is a good fit for students…
•Low level problems
• Non-compliance, disrespect
• Work completion
• Attendance, tardy
•ODR 2-5, classroom minor 4-6 range
•Behavior that occurs across multiple locations
•Internalizing or externalizing concerns
(Crone, Hawken & Horner, 2010)
What are the evidence based
outcomes?
•
•
•
•
•
Over 80% efficacy with fidelity
Decreased referrals
Decreased minor incidents
Increased attendance
Increased time in class
Hawken, Bundock, Barrett, Eber, Breen & Phillips, 2015
With respect to our work with
policy and student behavior, we
will…
Start Doing
Do More
Stop Doing
Continue
Do Less