Discipline Protocal Presentation

Sep 29, 2009Download as PPTX, PDF2 likes504 views

TFulmer1980

Glenn Hills Middle School is working to improve student discipline and academic success through standards-based practices. The school aims to build a community of excellence by creating a positive culture and climate, and establishing clear discipline protocols. Teachers are responsible for classroom management and discipline, and should implement response to intervention strategies before writing referrals. Administrators will support teachers and respond to discipline issues following the school's tiered system of intervention.

Glenn Hills Middle SchoolCelebrating Academic Success2009-2010Achieving Academic Success Through Standards-Based PracticesBuilding A Community of Excellence!

Glenn Hills Middle SchoolCelebrating Academic SuccessCreating A Culture & Climate for changeDiscipline ProtocolsBuilding a Community of Excellence!

Discipline ProtocolsIt is important for teachers to understand that discipline is an adult issue not a student issue.As practitioners in the classroom--teachers are responsible for discipline.As administrators--our aim is to respond to and support teachers in the classroom.

Discipline Protocols Response To InterventionAddressing Teacher Behavior

Discipline ProtocolsAdministrator’s Philosophy Concerning Discipline—changing teacher behavior.Discipline is a classroom management issue.Teachers are responsible for discipline.Discipline referrals are not tools that manage discipline.Must be a process of intervention before a referral can be written. All referrals have a section identified as “prior action taken by teacher.”

Discipline ProtocolsBefore a referral can be accepted in the front office, it must go through the intervention process.Response to Intervention (RtI)

Discipline ProtocolsQuestion 1: What have you (the teacher ) done prior to writing a referral?Response to Intervention (RtI)Question 2: What documentation do you have to support a referral being sent to the office?

Organizational StructureFlow of Discipline PracticesImmediate Office ReferralDrugs (Alcohol & Tobacco)WeaponsFightingBullyingFactor 1Tier 4Tier 3Administrative ResponseDiscipline Review PanelResponse to Intervention (RtI)Tier 2Response to Intervention (RtI)(EBIS)Teacher BehaviorPrior Action by TeacherWarning/DocumentDetentionCall Parent/DocumentStudent-Team Meeting/DocumentTier 1Teacher Behavior(EBIS)

Discipline ProtocolsDiscipline Review PanelAdministratorFollows all Richmond County Discipline Code of Conduct mandates.Sergeant-at-ArmsAdmit student that is referred to the discipline review panel, keeps order and dismisses student after his or her review.ReporterReads the offense, records the panel’s consequence.

Discipline ProtocolsDiscipline Review PanelTelephone OperatorCalls parent to notify of the offense and the consequences. File the information in a notebook.RecorderRecords minutes and the action of the panel.The administrator of the review panel meets with the principal and discusses the panel’s recommendations.ISS, OSS, SST/RtI, Rule 20, Tribunal

Discipline Referral Rate2008-2009 School Year

Discipline Rates First 20 Days of School

Teacher’s Disciplinary Tool BoxRituals & Routines (First three weeks of school)How are pencils sharpened?Where are book bags to be placed?How to get in and around the classroom.Turning in assignment.Discuss the total operation of the classroom, etc.Phone logsConference logsIsolation corner Behavioral logs

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This document discusses balanced and restorative justice (BARJ) as an alternative to punitive approaches for addressing behavioral issues in schools. BARJ focuses on repairing harm, involving victims, offenders, and the community. Consequences under BARJ aim to teach and restore rather than solely punish. Specific restorative practices mentioned include victim impact circles, conferencing, and addressing the root causes of behaviors rather than just the behaviors themselves. The goal is to help students learn appropriate behaviors and repair relationships rather than simply control behavior through fear of punishment.

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This document discusses using Positive Behavior Intervention and Support (PBIS) to manage challenging behavior in an In-School Suspension (ISS) classroom. It contrasts traditional discipline, which focuses on punishing bad behavior, with PBIS, which alters environments, teaches skills, and rewards good behavior. PBIS is effective because behavior is learned and has functions, so students need to be taught appropriate behavior. The document provides strategies for responding to misbehavior, such as modeling good behavior and giving clear choices. Finally, it discusses scenarios of misbehaving students and potential PBIS responses using de-escalation techniques.

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This document discusses positive behavioral interventions and perspectives in education. It provides examples of how to change behaviors by teaching expected behaviors, modeling them, and providing meaningful incentives and consequences. Positive behavioral interventions are planned to prevent problem behaviors from occurring or escalating by understanding what triggers them and modifying those triggers. Examples of interventions include preventative cueing, using "I" messages, and positive phrasing to describe expected behaviors rather than just prohibiting unwanted ones. Reinforcing positive behaviors with a ratio of at least 4:1 compared to negative behaviors is also important.

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This document outlines the student discipline process for a misbehaving student. The student is first sent to guidance with a pass or given silent lunch/time out. If the behavior continues, the student is sent to the office with a referral form and discipline is handled by either the teacher or administrator. Depending on the administrator's availability, further consequences like detention, in-school suspension, or out-of-school suspension may be applied.

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This document outlines the challenges and improvements at Glenn Hills Middle School over several years under Principal Glenn H. Andrews. In the first year, there were issues like bomb threats, gangs, disease outbreaks, poor teacher performance, and an unclean building. The principal established an organizational structure, discipline plan, and school improvement processes. In the second year, the principal addressed teacher behavior and performance through establishing expectations and accountability measures like data collection and intervention processes. Discipline and instructional practices were structured to support student achievement and address teacher accountability. After several years of improvements, the school raised its standards and conducted performance reviews to continue progress.

Mississippi Educator Code of Ethics EDUCATOR AND PRE-SERVICE IlonaThornburg83

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Mississippi Educator Code of Ethics EDUCATOR AND PRE-SERVICE TRAINING Office of Teaching and Leading Divisions of Educator Preparation, Educator Licensure, and Educator Effectiveness Purpose for Code of Ethics 2 To promote students’ and educators’: Health Safety Welfare Discipline and morals In accordance with the rules established by the Mississippi State Board of Education, the Mississippi Educator Code of Ethics/Standards of Conduct protect the health, safety and general welfare of students and educators. It addresses ethical conduct, which promotes the health, safety, welfare, discipline and morals of students and colleagues. Unethical conduct is any conduct that impairs the license holder’s ability to function in his/her employment position or a pattern of behavior that is detrimental to the health, safety, welfare, discipline, or morals of students and colleagues. Any educator or administrator license may be revoked or suspended for engaging in unethical conduct relating to an educator/student relationship (Standard 4). Superintendents shall report to the Mississippi Department of Education license holders who engage in unethical conduct relating to an educator/student relationship (Standard 4). Purpose for Training 3 "Ethics training is an important part of the To ensure administrators and teachers are prepared to make professional decisions, this training: Provides educators with a case study on poor ethical choices Displays extreme behaviors that are not tolerated by educational professionals "Ethics training is an important part of the process of educating administrators and teachers to ensure they are adequately prepared to make professional decisions" (Beck & Murphy; Hutchings, as cited in Davenport, Thompson, & Templeton, 2015). The module is for educator training purposes only.�� "Ethics training is an important part of the process of educating administrators and teachers to ensure they are adequately prepared to make professional decisions" (Beck & Murphy; Hutchings, as cited in Davenport, Thompson, & Templeton, 2015). The Mississippi Department of Education (MDE) takes ethical violations very seriously! To provide educators with a case study on poor ethical choices, the MDE developed this training module to display behaviors that are not tolerated as an education professional. Reporting of Code Violations 4 Mississippi Department of Education 359 North West Street�� Jackson, MS 39201�� Office of Educator Misconduct�� 601-359-2742 Main number www.mde.k12.ms.us All code violations should be reported to the Office of Educator Misconduct. Training Overview 5 Provides examples of violations of each Standard Uses characters, locations and situations that are purely fictional. Shows the progression and development of the violation and the consequences of making poor choices Includes scenarios and questions after the discussion of each standard. The training provides examples of violations ...

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This document provides information on Tier 3 supports within a multi-tiered system of support framework. It discusses functional behavior assessments and behavior intervention plans. Key points include: - Tier 3 involves more intensive interventions for students who do not respond to Tier 1 and 2 supports, and involves forming a behavior team to conduct assessments and develop plans. - A functional behavior assessment is used to identify the function or cause of problematic behaviors in order to develop an effective behavior intervention plan. It involves collecting data through observations, interviews, and record reviews. - A behavior intervention plan outlines replacement behaviors to teach the student, strategies to address triggers and setting events, and consequences and reinforcements to support behavior change. Progress

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Paper Writing Service - HelpWriting.net 👈 ✅ Quality You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study. ✅ Confidentiality We value your privacy. We do not disclose your personal information to any third party without your consent. Your payment data is also safely handled as you process the payment through a secured and verified payment processor. ✅ Originality Every single order we deliver is written from scratch according to your instructions. We have zero tolerance for plagiarism, so all completed papers are unique and checked for plagiarism using a leading plagiarism detector. ✅ On-time delivery We strive to deliver quality custom written papers before the deadline. That's why you don't have to worry about missing the deadline for submitting your assignment. ✅ Free revisions You can ask to revise your paper as many times as you need until you're completely satisfied with the result. Provide notes about what needs to be changed, and we'll change it right away. ✅ 24/7 Support From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night. Behavior of the Student Chapter 1 Problem and Its Background This chapter covers the introduction, the theories related to it, the conceptual framework, the statement of the problem, its significance to the group of individual, the scope and limitations, and the definition of important terms used in the study. Introduction The study of human behavior is absolutely essential for anyone to cultivate positive relations with others and avoid unnecessary conflict. The study of human behavior needs to be part of any educational curriculum program. The study of human behavior helps one to understand that it s part of our human nature to make mistakes, that good intentions lead to mishaps and that stuff happens. We ve got to be cognizant of this knowledge in...show more content...A person classifies his preferences which govern his behavior and action. Value actually guide man s behavior and decision as he related himself in most situations in life. Every individual has his own personal values that influence his dealings and reactions to circumstances. Conceptual Framework Process Assessment of problems thru: 1. Observation 2. Survey 3. Analysis Output * Highly motivated students * Active participants on interactive discussions * Improved teaching strategies of teachers * Innovative school administrators * Responsive government officials Input

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The document discusses various aspects of classroom management techniques. It covers establishing classroom rules and procedures, which typically fall into categories like general behavior expectations, beginning and ending the day, transitions, materials/equipment, group work, and teacher-led activities. It emphasizes the importance of involving students in designing the rules. The document also discusses disciplinary interventions, which should include a balance of positive and negative consequences applied through techniques like teacher reaction, tangible recognition, direct cost, group contingency, and home contingency. Clear behavioral limits and record keeping are also important.

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This document provides an overview of Individualized Education Programs (IEPs) and Behavior Intervention Plans (BIPs). It discusses what an IEP is, who is involved in developing an IEP, the required components of an IEP, and principles from legal rulings about IEPs. It also covers identifying behavioral needs, when a BIP is needed, developing a BIP based on a functional behavioral assessment, components of effective BIPs, and incorporating BIPs into IEPs.

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The document discusses individual assessment and intervention for students exhibiting difficult behaviors in the classroom. It covers conducting functional behavior analyses to understand the functions and contexts of problematic behaviors. This involves observation, data collection, and using the insights gained to design interventions tailored to the student, teacher, and environment. The goal is to maintain positive behavior changes over time through strategic planning and contingencies. If initial interventions are not successful, the document provides guidance on problem-solving and reviewing earlier decisions to improve outcomes.

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Module 4. use a continuum of strategies to acknowledge appropriate behaviorMelissa Hunter

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An effective learning environment involves strategies for maintaining appropriate classroom behavior and responding to misbehavior. Such strategies include preventing late starts and interruptions, handling routines smoothly, minimizing time spent on discipline, and using engaged time effectively. Practices like establishing clear rules and procedures at the start of the year and applying them promptly and fairly also contribute to effective classroom management. For routine misbehavior, the principle of least intervention - using the simplest methods first like nonverbal cues or praise of good behavior - is most effective. For serious problems, consequences must be applied swiftly and consistently, which may include contacting parents.

Ferrell 7e Ch01Khanh Huynh

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This document provides a syllabus and course information for BUS 425 - Ethical Behavior in Organizations, an undergraduate course at Concordia College. The course is 14 classes of 100 minutes each over half a semester. It focuses on ethical behavior and decision-making in organizations from different perspectives. Students examine their own values and responsibilities regarding ethical situations. Requirements include exams, short reaction papers on a required book, class participation, and attendance. Suggested resources and guidelines for the reaction papers are also included.

Essay Response FormatBest Online Paper Writing Service

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Response To Intervention Paper Response To Intervention Response To Intervention In Education Army Alc Phase 1 Essay example Response Post Assignment Emotional Response Essay Emergency Response Essay Resume Reflection How to Resolve Conflict Essay Relationship Between RTI And Test LD Students Summary: Response To Intervention Summary: Response To Intervention Informative Response Paper Summary: Response To Intervention Response To Feedback Examples Of Response To Literature Argumentative Analysis: They Say I Say Correct Response In Research

What is a student success teamReedheiress

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A Student Success Team (SST) is a group that develops plans to help students who are struggling academically but may not qualify for special education. The SST includes the parent and develops classroom interventions over 4-8 weeks. If interventions are unsuccessful, the SST may refer the student for special education evaluation. The SST process aims to identify student needs and improve progress through general education supports before considering special education.

School Leaders Licensure Assessment Review: From This Book: SLLA Crash Course...Wafa Hozien

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From: SLLA Crash Course (2017). With two complete Practice Tests. https://rowman.com/ISBN/9781475827842/SLLA-Crash-Course-Approaches-for-Success The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. This is a review session that I hold that documents what an education leader may encounter. Each of the questions in this powerpoint focus on a specific content area related to the standards addressed in ISLLC 2008. In answering the questions, candidates are required to analyze situations and data, propose appropriate courses of action and provide rationales for their proposals.

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Finalmorrishzhassan06

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Ronald Morrish is an educator and behavior specialist who advocates for an approach to classroom discipline called "real discipline". Real discipline involves teaching students proper behavior through direct instruction and practice, rather than letting students make choices about how to behave. It establishes clear rules and expectations up front. The goal is to train students to comply with teacher directions so they learn self-control over time. Morrish believes modern discipline has failed because it does not demand proper behavior, does not teach expectations, and leaves teachers negotiating endlessly with students. His approach focuses on establishing teacher authority through compliance training before giving students independence.

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Classroom management is important for maximizing student learning and approaches it from behavioral, cognitive, and humanistic perspectives. From a behavioral perspective, there are three categories of classroom management activities - structuring activities, monitoring student behavior, and reinforcing positive behavior - and specific teacher actions under each like establishing rules, arranging the environment, and using reinforcement systems. The behavioral approach focuses on applying consequences to modify student behavior through both reinforcement of positive actions and redirection of inappropriate ones.

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The document provides an agenda for a classroom management training. It includes an introduction where attendees can introduce themselves and share what they hope to learn. The training then covers the components of a positive classroom behavior support plan including rules, procedures, consequences, and crisis plans. It discusses developing rules and procedures, teaching and reinforcing expectations, using positive and negative consequences, and having effective classroom management strategies. The document includes examples, videos, and activities for attendees to apply the concepts to their own classrooms.

Positive Behavior Supportucpinstitute

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The document provides information about Positive Behavior Supports (PBS) and Multi-Tiered Systems of Support (MTSS) for behavior. It discusses implementing universal supports for all students (Tier 1) through establishing clear expectations, routines, and procedures. For students who need additional support (Tiers 2 and 3), it describes using more intensive, individualized interventions like behavior plans, social skills training, and functional communication training. The goal is to have 80-90% of students respond to universal supports through a continuum of preventative strategies and collaborative problem-solving.

Instructional MeetingTFulmer1980

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This document provides an overview of plans and expectations for teachers at Glenn Hills Middle School for the 2010-2011 school year. It includes details about curriculum planning, instructional calendars, meeting schedules, morning responsibilities, unit planning, standards-based instruction, interventions, non-negotiables, assessments, data collection, professionalism, communication logs, grading scales, student achievement, portfolios, training, and announcements.

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The document summarizes discussions from a faculty meeting at Glenn Hills Middle School aimed at raising academic standards. It outlines the school's vision, leadership standards, and data on student performance, retention rates, attendance, discipline issues. Assessment data showed 15% of students made the honor roll while 42% had one or more failing grades. Special education students had higher failure rates than average.

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Discipline Protocal Presentation

1. Glenn Hills Middle SchoolCelebrating Academic Success2009-2010Achieving Academic Success Through Standards-Based PracticesBuilding A Community of Excellence!

2. Glenn Hills Middle SchoolCelebrating Academic SuccessCreating A Culture & Climate for changeDiscipline ProtocolsBuilding a Community of Excellence!

3. Discipline ProtocolsIt is important for teachers to understand that discipline is an adult issue not a student issue.As practitioners in the classroom--teachers are responsible for discipline.As administrators--our aim is to respond to and support teachers in the classroom.

4. Discipline Protocols Response To InterventionAddressing Teacher Behavior

5. Discipline ProtocolsAdministrator’s Philosophy Concerning Discipline—changing teacher behavior.Discipline is a classroom management issue.Teachers are responsible for discipline.Discipline referrals are not tools that manage discipline.Must be a process of intervention before a referral can be written. All referrals have a section identified as “prior action taken by teacher.”

6. Discipline ProtocolsBefore a referral can be accepted in the front office, it must go through the intervention process.Response to Intervention (RtI)

7. Discipline ProtocolsQuestion 1: What have you (the teacher ) done prior to writing a referral?Response to Intervention (RtI)Question 2: What documentation do you have to support a referral being sent to the office?

8. Organizational StructureFlow of Discipline PracticesImmediate Office ReferralDrugs (Alcohol & Tobacco)WeaponsFightingBullyingFactor 1Tier 4Tier 3Administrative ResponseDiscipline Review PanelResponse to Intervention (RtI)Tier 2Response to Intervention (RtI)(EBIS)Teacher BehaviorPrior Action by TeacherWarning/DocumentDetentionCall Parent/DocumentStudent-Team Meeting/DocumentTier 1Teacher Behavior(EBIS)

9. Discipline ProtocolsDiscipline Review PanelAdministratorFollows all Richmond County Discipline Code of Conduct mandates.Sergeant-at-ArmsAdmit student that is referred to the discipline review panel, keeps order and dismisses student after his or her review.ReporterReads the offense, records the panel’s consequence.

10. Discipline ProtocolsDiscipline Review PanelTelephone OperatorCalls parent to notify of the offense and the consequences. File the information in a notebook.RecorderRecords minutes and the action of the panel.The administrator of the review panel meets with the principal and discusses the panel’s recommendations.ISS, OSS, SST/RtI, Rule 20, Tribunal

11. Discipline Referral Rate2008-2009 School Year

12. Discipline Rates First 20 Days of School

13. Teacher’s Disciplinary Tool BoxRituals & Routines (First three weeks of school)How are pencils sharpened?Where are book bags to be placed?How to get in and around the classroom.Turning in assignment.Discuss the total operation of the classroom, etc.Phone logsConference logsIsolation corner Behavioral logs

14. The EndCreating a Climate & Culture for ChangeAchieving Academic Success Through Standards-Based Practices

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