Buffalo Public Schools Code of conduct Division of Student Support Services This will provide an overview of the Buffalo Schools Code of Conduct which can be located in full on the Buffalo Schools homepage in a quick link. This is a board approved policy document that must be used as a guide to inform our school practices and interventions in relation to discipline and behavior.

There are two versions of this document There are two versions of this document. One for parents that will be sent home around the start of each school year and is also available at this URL in some of the languages most commonly spoken in our community. The full code for staff is also located at this same URL address. http://buffaloschools.org/StudentServices.cfm?subpage=57596

DEVELOPING SAFE & SUPPORTIVE SCHOOLS Positive relationships help children to succeed Students are less likely to act out when they feel connected to others BPS is committed to fostering positive relationships and promoting a supportive climate and culture Each school is expected to promote a positive school climate and culture that provides students with a supportive environment in which to grow both academically and socially.

PARENTS AS PARTNERS Parents have a role in making school safe Parents are encouraged to discuss with their children the importance of following school rules and treating others respectfully/kindly Parents are encouraged to discuss their child’s behavior with school representatives To ensure that parents become active and involved partners in promoting a safe and supportive school environment, parents must be familiar with the code of conduct.

PROMOTING POSITIVE STUDENT BEHAVIOR Schools will provide meaningful opportunities to help students develop skills in: Recognizing and managing emotions Developing concern for others Establishing positive relationships Making responsible decisions Preventing negative behaviors

PREVENTIVE PRACTICES MTSS-B (PBIS) Through positive behavior supports, schools intervene before problematic behavior escalates. Schools use research based scientifically validated interventions to achieve high rates of student success.

Multi-Tiered Systems of Support: A Positive Behavior System Approach Wraparound Competing Behavior Pathway (p.1 of FBA), Functional Assessment Interviews, Scatter Plots (completed by teacher), Interviews (student, parent/guardian,) Observations Complex FBA/BIP Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Tier 3/ Tertiary Daily Progress Report (DPR), Progress Monitoring Data (i.e. ODR, attendance, suspension, tardies) This is the PBIS /MTSS model of interventions with Tier 1 (Universal) supports that should address 80% of student behavior needs with Tier 2 and 3 supports added for those students who need them. Support staff have been trained in providing these research based interventions and using data based decision rules for entering, exiting students and for monitoring student progress. Let’s go into more detail on the specific interventions. Individualized Check-In/ Check-Out, Individualized Groups & Mentoring Intervention Assessment Social/Academic Instructional Groups ODRs, Attendance, Suspensions, Tardies Tier 2/ Secondary Check-in/ Check-out Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems November 2012 RtI Model Diagram Adapted from Illinois PBIS Network/ Adapted from T. Scott, 2004

Tier 1/UNIVERSAL INTERVENTIONS School-wide Expectations/Guidelines for Success Teaching Behavior Behavioral Matrix School-wide Acknowledgement Social Emotional Learning Curriculum Restorative Practice Community Building Circles Effective Classroom Management Universal interventions target the entire population of a school through the development and demonstration of pro-social behaviors, skill development and behavioral health well-being. Sytemically teaching behavioral expecations and acknowledging them is a more positive approach than waiting for misbehavior to occur before responding.

Example of Behavioral matrix   Respectful Responsible Safe Classrooms (incl. Library, Computer Rooms, Auditorium, Offices) Use kind words. Follow directions the FIRST time they are given. Sit up straight, eyes on the speaker, feet on the floor. Always come to class with the correct supplies and a SMILE. Wear your school uniform. Always do your personal best with a positive attitude. Keep hands, feet and objects to yourself. Be in your assigned place. Follow district rules regarding electronics. Cafeteria Noise level of ONE. Enter and go directly to your assigned table. Get everything the FIRST time through the line. Place your garbage in the bins when they come around. Know your personal lunch number. Enter quietly and walk. Raise your hand when you need help & wait for an adult to come to you. Remain in your assigned seat. The matrix is used as a teaching tool to teach the behavioral expectations in various locations in the building and is posted for reference in buildings.

Tier 2/SECONDARY INTERVENTIONS Check In/Check Out Check In/Check Out with Individual Features Social Academic Instruction Groups Mentoring Function Based Behavior Support Plans Secondary Systems provide targeted interventions to support students who are not responding to universal strategies. Let’s look at some of the interventions provided

CICO – What does it provide? Daily personal contact from an adult in the school Structured process of frequent feedback & recognition Instruction and reminders in needed skills School-home communication Built-in monitoring of student progress CICO studens check in with designated CICO facilitators before the beginning and at the end of each school day. They receive positive contact, pre-corrects, and reminders of school wide expectations. Throughout the day they receive high frequency progress monitoring using a daily progress report card. This is the first level of intervention at Tier 2 and provides a built in progress monitoring system so that when additional supports are layered on for the students, such as a community provider coming in to do group counseling, the same system can be used to assess progress with the Daily progress report card. Adapted from, “Considerations when implementing targeted interventions in an RTI model for social behavior” by McIntosh, Carter, & Campbell. U. of British Columbia http://educ.ubc.ca/faculty/kent.mcintosh

Use #2 voice level when upset Daily Progress Report - Individualized CICO EXPECTATIONS 1 st block 2 nd block 3 rd block 4 th block Be Safe Use your words Use deep breathing 2 1 0 2 1 0 Be Respectful Keep arm’s distance Use #2 voice level when upset Be Responsible Ask for breaks Self-monitor with DPR Total Points Teacher Initials Here is an example of a daily progress report card. At the end of each class period classroom teachers provide behavioral feedback based on the school-wide expectations, shown here in blue (Be safe, be respectful be responsible), with targeted skills (shown in green) when additional interventions are provided. Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken 12

Social/Academic Instructional Groups Pro-social Attendance Problem solving Academic learning behaviors Youth are supported in a small group for direct instruction on behavioral expectations with focus on identified areas of need. Groups can focus on ….

Mentoring Mentoring is an intensified version of CICO with more individual time spent with a caring adult for support. When mentors are provided by community partners, supports are integrated into the Multi-Tiered Support system and progress monitored.

Function Based Behavior Support Plan Behavior support plans are developed for one student at a time based on a brief assessment of function of behavior.

Tier 3/TERTIARY INTERVENTIONS: Function Based Behavior Intervention Plan -Individual plan to address complex/multi-function behavior problems Person centered planning - an approach addressing multiple life domains An individualized team is created for one youth at a time and includes family, community, and relevant school based adults to assess youth strengths, skills, deficits, and function of behavior as well as to develop a comprehensive intervention plan including:

DIGNITY FOR ALL STUDENTS ACT 5 Areas of Regulation Curriculum Code of Conduct Reporting Dignity Act Coordinator Employee Training *Details provided to staff at additional trainings and on the BPS website The Dignity for All Students Act ensures that no student is subject to discrimination or harassment based on a persons actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or gender identity, or sex by school employees or students. The district is committed to safe-guarding the rights given to all students under state and federal law,

INAPPROPRIATE AND DISRUPTIVE BEHAVIORS: LEVELS OF RESPONSE Heath Frisch, Director of Student Support When students are disruptive or act inappropriately, school staff and principals respond logically, appropriately and consistently. The BPS code of conduct describes four levels of possible response to inappropriate and disruptive behavior.

Level 1: Classroom & SST Interventions and Responses These strategies are Aimed to teach correct and alternate behaviors so students can learn and demonstrate respectful behavior and can include Restorative Practice Conversations, Restorative Practice Problem Solving Circles and Requests for Assistance *May be appropriate when the student has no prior incidents and other interventions have not already been put in place

Level 2: Administrative Interventions and Responses   May involve the school administration and aim to correct behavior by stressing the seriousness of the behavior while keeping the student in school and can include: Referral Based Restorative Conversation Request for Assistance for Tier 2/3 behavioral supports *May be appropriate when supports have been put in place in the classroom to address behavior but the behavior has continued to negatively affect the learning of the student and others.

Level 3: Suspension and Referral Responses   May involve the short-term removal of a student from the school because of the severity of the behavior. May involve referral to SST for Tier 2/3 intervention supports in addition to, or in place of, suspension *May be appropriate when interventions and supports have been put in place but the behavior is escalating (repeated offenses).

Alternatives to suspension Student Guidance Conference Parent Conference in Lieu of Suspension Detention (with social academic instruction) Restorative Conference (admission of wrongdoing and agreement to participate by all parties required) Tier 2/3 interventions Referral for agency counseling Use of the suspension is to be limited as much as practical while adequately addressing the behavior. Some alternatives include:

Questions? Heath Frisch Director, Student Support Services 816-3967 hhfrisch@buffaloschools.org Nicole Bycina Project Administrator, School Climate and MTSS 816-3007 nbycina@buffaloschools.org Kimberly DeGeorge PBIS Coordinator kDeGeorge@buffaloschools.org 816-3605 Kristina Jackson kcjackson@buffaloschools.org 816-3595

Buffalo Schools Mission Statement Putting Children and Families First to Ensure High Academic Achievement for all With all parties working together, staff, students, parents, district leadership, and community partners, we can promote positive behavior, increase school safety and reduce suspensions for the betterment of our students and their futures.