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Equitable Practices in Student Conduct and Discipline

Equitable Practices in Student Conduct and Discipline. Leadership April 4, 2013. Board Policy.

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Equitable Practices in Student Conduct and Discipline

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  1. Equitable Practices in Student Conduct and Discipline Leadership April 4, 2013

  2. Board Policy • “The District shall remedy the practices, including assessment, that lead to the over-representation of students of color in areas such as special education and discipline,” PPS District Racial Educational Equity Policy, 2.10-010-P, Spring 2011 • Student Conduct and Discipline Policy, 4.30.010-P, June 2009

  3. Exclusionary Discipline A multi year snapshot

  4. The Good News and The Challenge • Fewer students are being excluded in all racial groups (both unduplicated and duplicated) • Improvements are greater for some groups of students than others

  5. 2396 2537 838 1208 Internal bar number = # of unduplicated students

  6. African Am. Am Indian/Alaskan Native Hispanic Asian Pacific

  7. What do you notice? What questions come to mind about disciplinary practices?

  8. PK K 1 2 3 4 5 6 7 8 9 10 11 12

  9. “Every Student Receives Excellent Instruction Every Day In Every Class” Jim Knight, “Unmistakable Impact: A partnership approach for dramatically improving instruction”

  10. Discipline Planning A discipline plan is a living and evolving document that is culturally responsive and data driven

  11. Why Do A Plan? • To foster conversations about cultural responsive behavioral practices and personal beliefs that lead to misinterpretation of student behavior • To create transparency for staff and families • A discipline plan is one tool to communicate your school’s plan for maintaining a safe, and drug-free learning environment • It clarifies roles and responsibilities • Because it is required

  12. PPS Has Agreed: • All schools will have a discipline plan • The plan will be created with staff input • The building discipline procedure shall be reviewed by staff by June 1st…. • Printed copies will be distributed to parents, and building staff by the end of the second week of each school year….

  13. Essential Ingredients • Philosophy, guiding principles, shared values, or beliefs • What is important? • Why we do what we do? • Procedures • Who does what? • Includes referral process • May include procedures for staff to follow when a major incident occurs (A/D, Fight, Assault, etc.) • Will conform with process outlined in PAT contract • Some include statements about corporal punishment, harassment, and diversity

  14. Inclusive of PBIS/School Climate • What is PBIS? • Expectations for students in common areas • Expectations for student staff interaction • “Policies and Procedures” for common activities that include: • Teaching responsibilities • Supervision procedures • Encouragement procedures

  15. Philosophy (Sample) • “Positive school and classroom climate contribute to positive behavior. [School Name]’s discipline philosophy consists of five basic components: high expectations for student behavior, clear and understandable rules, fair and equitable enforcement of these rules, reasonable consequences for infractions of rules, and consistent acknowledgment of positive behavior and improvement on the part of students.”

  16. Philosophy (Sample) • “All educators should assume that students need explicit instruction about behavior norms in class, in the halls, and on school grounds. Teachers and the administrator should be able to articulate what they have done to teach their student about acceptable and unacceptable behavior. Students must be aware that all staff members are expected to supervise students and correct misbehavior when needed.”

  17. Procedure (Sample) • All discipline procedures will adhere to guidelines identified in the HANDBOOK ON STUDENT RESPONSIBILITIES, RIGHTS AND DISCIPLINE published by Portland Public Schools. This document will be sent home during the first two weeks of school, after teachers have taught and reviewed [NAME]’s Rules and Behavioral Expectations. These rules and expectations will be re-taught throughout the year.

  18. Procedures (Sample) • Teachers use the [School Name] Rules and Behavioral Expectations to develop rules and expectations for their classroom. A copy must be turned in to the Principal by [DATE] • Teachers share their Classroom Management Plan with parents at Back to School Night on September [DATE]. • Re-teaching of these rules and expectations will occur throughout the year, especially after students have been out of school for an extended time (winter and spring breaks). Consistent re-teaching will support students in their learning and understanding of these expectations.

  19. Procedures (Sample) • Teachers will establish a routine discipline sequence for minor transgressions. This might include: • Proximity or other non verbal signal • Praise someone behaving responsibly • Gentle verbal reprimands or warnings • Discussion/conference • Short time-out • Family contact or conference • Detention • Restitution • Behavior contracts • Referral to administrator

  20. Need Help? • Tammy Jackson 503.916.2000 ext. 1004 or tjackson@pps.k12.or.us

  21. Thank You!! Special Thanks to Those Schools Who Have Created Materials Used As Models in This Presentation

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