Department of Behavioral Learning Update Dr. Linda Burruss, Director January 12, 2017

HCS Uses Standardized Tools In Developing Successful Student Behaviors BLG (Behavioral Learning Guide): A comprehensive guide designed to support school staff in creating a positive school environment. The BLG focuses on three main actions for addressing intentional inappropriate student behavior: Responses Strategies Disciplinary Consequences Interventions RESTORATIVE PRACTICES: A system designed to help students build better relationships With each other With school personnel To help students repair the harm caused by their actions INTERVENTION: A measure or series of measures taken by school staff to address a student’s unmet needs and is used to remedy the cause of student’s behavioral issues. PBIS (Positive Behavioral Interventions and Supports): PBIS is nationally recognized approach designed to assist school personnel in creating a positive school climate for students. PBIS provides school personnel with progressive guidelines of evidence-based behavioral responses and Interventions.

The Purpose of the Behavioral Learning Guide (BLG) Is Multi-faceted The Behavioral Learning Guide includes proactive and responsive strategies for teachers, staff, and school leaders. It also provides guidelines for progressive, supportive interventions and disciplinary consequences to address a broad range of student behavior. It is designed to accomplish the following purposes: To assure that adults will teach, model and reinforce the skills necessary for all students to meet HCS’ behavioral expectations To provide clear and explicit, age-appropriate expectations for student behavior To identify behaviors that are inappropriate at school and school-sponsored events To equip teachers, staff, and school leaders with a range of reasonable, proportional and consistently applied Interventions and Disciplinary Consequences to respond to inappropriate behavior and to support positive behavioral changes in students To ensure students are treated fairly and without unlawful discrimination To establish a partnership with parents/guardians because they are essential to the behavioral and academic success of students

All HCS Administrators Have Been Trained in Restorative Practices

All HCS Administrators Have Been Trained in Restorative Practices

This Is a List of Available Interventions That HCS Schools Implement to Re-direct Off-task Behaviors. Restorative Practices PBIS Coupon System Behavioral Contract Regulation Break Redirection Reflection sheet De-escalation techniques Conflict resolution Correct and redirect Change student seating Reinforce positive student behavior Increase proximity to the student Problem solve with student Student led conference Use of progressive discipline strategies School-to-home communication Seek administrator support Contact CSO for support Restrict use of the device Verbal warning Mentoring and Advising School Counseling Services Behavior Support Plans Student conference Model appropriate social skills Parent/guardian conference Fix-it Plan Behavioral Learning Network Interventions Before and After School Individualized Intervention and Support Use factual, objective language to define expectations and address behavior ODR (Office disciplinary referral procedure) Replacement Behaviors/Coping Strategies

All HCS Schools Are Implementing the PBIS Framework 1. Who is entitled to PBIS? All Students. 2. When do we implement or utilize PBIS? On a daily basis. 3. Where do we implement PBIS? In all areas of the schools and at all school-related activities. 4. Why do schools need to do this? To develop a clear set of positive expectations and behaviors. 5. Does PBIS mean that students will not be punished for misbehavior? No, schools will use procedures to encourage expected behavior.

This Is a Comparison of the First Semesters of 2015-16 and 2016-17 Suspensions and Expulsions 2016-2017 2015-2016 ISS 958 751 OSS 624 558 EXPULSIONS/GUILTY 10 38

This Is a Comparison of the End of First Semesters of 2015-16 and 2016-17 ISS Repeat Suspensions. 2016 - 2017 End of First Semester - ISS Repeat Offenders Students with 1 ISS Students with 2 ISS Students with 3 or 4 ISS Students with 5 or more ISS Total Students with an ISS 728 151 68 11 958 2015 - 2016 End of First Semester - ISS Repeat Offenders Students with 1 ISS Students with 2 ISS Students with 3 or 4 ISS Students with 5 or more ISS Total Students with an ISS 530 133 66 22 751

This is a Comparison of the End of First Semesters of 2015-16 and 2016-17 OSS Repeat Suspensions. 2016 - 2017 End of First Semester - OSS Repeat Offenders Students with 1 OSS Students with 2 OSS Students with 3 or 4 OSS Students with 5 or more OSS Total Students with an OSS 484 104 35 1 624 2015 - 2016 End of First Semester - OSS Repeat Offenders Students with 1 OSS Students with 2 OSS Students with 3 or 4 OSS Students with 5 or more OSS Total Students with an OSS 537 82 29 10 558