1. Behavioral Learning Guides: New Language Review
Christopher M. Pape
J.R. Brooks Attorneys for the Board of Education
7/21/2016

2. Overview Reminder of Topics from Last Week
General Working of the Behavioral Learning Guides
New Provisions
Questions

3. The BLGs Use Levels of Response
The BLGs have Levels of Response instead of Classes of Offenses
Inappropriate student behaviors are assigned to multiple Response Levels
As a student repeats a behavior, the teacher and administrator have a clear set of progressive responses
Each Response Level provides a procedure for correcting and reprimanding a student
Response Strategies: Techniques for helping a student regain self-control and to end inappropriate behavior
Disciplinary Consequences: The sanctions for a student’s failure to meet behavioral expectations
Interventions: A measure or series of measures designed to remedy the cause of student’s behavioral issues

4. There are 5 Different Response Levels
Description
Day-to-Day
Normal classroom responses handled by the teacher. No reporting and minor Disciplinary Consequences
Level 1
Classroom responses for repeated or more significant behavior. This behavior has not risen to the level of needing an Office Disciplinary Referral. The teacher administers and documents Level 1 Responses.
Level 2
Administrator responses to repeated issues in the classroom or more significant behavior. The maximum consequences is assignment to In-House Learning Center. Teacher completes an ODR to reach this level. Administrator implements and documents Level 2 Responses.
Level 3
Administrator responses to repeated Level 2 behavior or more significant behaviors. The maximum consequences is Out-Of-School Suspension. Teacher completes an ODR for these behaviors. Administrator implements and documents Level 3 Responses.
Level 4
Administrator responses to the most severe inappropriate behaviors. The maximum consequences is expulsion from school. Teacher completes an ODR to reach this level. Administrator implements and documents Level 4 Responses.

5. Proactive Classroom Measures Added to the BLG
Planning
Professional Knowledge –
Addresses appropriate curriculum and technology standards and integrates key content elements.
Develops and facilitates students’ use of higher-level thinking skills in instruction.
Demonstrates accurate, deep, and current knowledge of subject matter.
Exhibits culturally responsive pedagogical skills relevant to the subject area(s) taught and best practices based on current research.
Bases instruction on goals that reflect high expectations for all students and a clear understanding of curriculum.
Instructional Planning –
Analyzes and uses student learning data to inform planning.
Develops plans that are clear, logical, sequential, and integrated across the curriculum (e.g., long-term goals, lesson plans, syllabi, state and local school district curricula and standards).
Plans instruction effectively for content mastery, pacing, and transitions.
Plans for instruction to meet the needs of all students.
Instructional Delivery
Instructional Strategies –
Engages students in active learning that maintains interest and builds upon students’ existing knowledge and skills.
Reinforces learning goals consistently throughout the lesson.
Uses a variety of research-based instructional strategies/resources and appropriate instructional technology to enhance learning for all students.
Engages students in authentic learning by providing real-life examples and interdisciplinary connections
Differentiated Instruction –
Differentiates the instructional content, process, product, and learning environment to meet individual developmental needs.
Provides remediation, enrichment, and acceleration to further student understanding of content.
Uses flexible grouping strategies to encourage appropriate peer interaction to accommodate learning needs/goals.
Uses diagnostic, formative, and summative assessment data to inform instructional modifications for individual students.

6. Proactive Classroom Measures Added to the BLG
Assessment of and for Learning
Assessment Strategies –
Aligns student assessment with the established curriculum and benchmarks.
Varies and modifies assessments to determine individual student needs and progress; adjusting instruction as appropriate.
Uses formal and informal assessments for diagnostic, formative, and summative purposes.
Uses grading practices that report final mastery related to content goals and objectives.
Collaborates with others to develop common assessments, when appropriate.
Assessment Uses –
Uses diagnostic assessment data to develop learning goals for students, to differentiate instruction, and to document learning.
Uses assessment tools for both formative and summative purposes to inform, guide, and adjust instruction.
Systematically analyzes and uses data to measure student progress, to design appropriate interventions, and to inform long- and short-term instructional decisions.
Shares accurate results of student progress with students, parents, and key school personnel.
Provides constructive and frequent feedback to students on their progress toward their learning goals.
Learning Environment
Positive Learning Environment –
Establishes clear expectations for classroom rules, routines, and procedures and enforces them persistently and appropriately.
Models caring, fairness, respect, and enthusiasm for learning.
Promotes respect for and understanding of students’ diversity, including – but not limited to – race, color, religion, sex, national origin, or disability.
Creates a warm, attractive, inviting, and supportive classroom environment.
Arranges the classroom materials and resources to facilitate group and individual activities.
Academically Challenging Environment –
Maximizes instructional time.
Encourages productivity by providing students with appropriately challenging and culturally relevant content and assignments.
Communicates high expectations for student learning.
Provides academic rigor, encourages critical and creative thinking and inspires students to achieve goals.

7. Proactive Classroom Measures Added to the BLG
Professionalism/Communication
Professionalism –
Carries out duties in accordance with federal and state laws, Code of Ethics, and establish state and school board policies, regulations and practices.
Maintains professional demeanor and behavior (e.g., appearance, punctuality, and attendance).
Respects and maintains confidentiality.
Evaluates and identifies areas of personal strengths and weaknesses related to professional skills and their impact on student learning, including setting goals for improvement.
Participates in ongoing professional growth activities based on identified areas for improvement (e.g., mentoring, peer coaching, and professional learning communities) and incorporates learning into culturally responsive classroom activities.
Communication –
Collaborates and networks with colleagues and community to reach educational decisions that enhance and promote student learning at optimal levels.
Uses correct vocabulary, grammar, and appropriate forms of oral and written communication.
Adheres to school and district policies regarding communication of student information.
Listens and responds with cultural awareness, empathy, and understanding to the voice and opinions of stakeholders (parents, community, students, and colleagues).

8. Responses Strategies, Disciplinary Consequences and Interventions
As you read about each, keep the following general timeline in mind as it will help you better understand how each of the three actions should be used:
First, a student begins to act inappropriately.
Second, the student’s teacher uses a Response Strategy to help the student regain self-control and to stop the inappropriate behavior.
Third, if appropriate, the student’s teacher may select a Disciplinary Consequence to help support the student in repairing the harm he or she caused with their inappropriate behavior; and
Fourth, if the inappropriate behavior is repetitive or severe or the teacher determines for another reason that an Intervention may be beneficial, the student’s teacher will implement an Intervention to help shape the student’s behavior. Most Interventions are meant to be done over a period of time and should not be considered immediate fixes to a student’s behavioral issues. However, certain Interventions may also be used to proactively address and/or prevent inappropriate behavior at any level. Level 2, 3, and 4 Disciplinary Consequences must be paired with an Intervention.

9. Accidental Behaviors and the TAB Out Response Received Clarification
“The Behavioral Learning Guide is not intended to address accidental student behavior, and there are usually no Disciplinary Consequences for accidents. “
TAB Out Program
“TAB Out provides an opportunity for students to correct their behavior in a new environment. Students move to another teacher's classroom, with the receiving teacher’s permission, where they pull themselves together and reflect on their behavior. Once this is completed, students return to their classroom and are welcomed back by the teacher. Upon the student's return to the classroom, at an appropriate time, the teacher talks with the student about the behavior. Student will be supervised during TAB Out.”

10. Silent Lunch and Student-Led Parent/Guardian Conferences Added to the BLGs
“A student eats his or her lunch silently. The student may be required to have lunch in another location such as the teacher’s classroom.”
Student Led Parent/Guardian Conference
Same as a parent/guardian conference except that the student is responsible for leading the meeting. This allows the student to share his/her strengths and areas in need of improvement.
NOTE: Parent/Guardian Conference is defined as
Parents/guardians, school personnel and the student sit down together to discuss the student's behavior and identify potential solutions to address the cause of the behavior.

11. Expanded Restorative Practices Section
In addition to Restorative Actions and Conversations, the BLGs now contains descriptions of Restorative Circles and Conferences.
Responsive Circles: Responsive Circles may be used to address challenges that arise by encouraging joint accountability and empowering students to set or reset positive classroom norms. Students typically sit in a circle and everyone has the opportunity to voice their perspective. A facilitator asks a series of questions, such as the Restorative Conversation questions above, to guide the discussion.
Restorative Conferences: Conferences may be held for more serious incidents. During the conference, participants (including, but not limited to, a facilitator, the student, a parent or guardian, the student’s support network, any individuals negatively impacted by the student’s actions) have an opportunity to voice their perspectives and the facilitator asks a series of questions to guide the exchange among the participants. The participants jointly develop a plan to repair the harm and prevent future incidents.

12. Clarification for Surrender for Safety
Illegal Drugs and Controlled Substances were removed from Surrender for Safety:
In developing this document, District and school-level personnel learned of a policy called “Surrender for Safety” that is used by other school districts around the country. This policy recognizes that students make mistakes and may unintentionally bring inappropriate items to school, but also that students can learn from these mistakes.
If a student voluntarily surrenders possession of a prohibited item to school personnel before being asked about the item, being discovered to be in possession of the item, and using the item, the student will not be subject to the Disciplinary Consequences called for by the Behavioral Learning Matrix.
Prohibited items include any weapon, other than a firearm as defined by federal law, and any other inappropriate item, other than a controlled substance or illegal drug. Inappropriate items include, but are not limited to, alcohol or any other inappropriate item/material (i.e., fireworks, smoke bombs, etc.). Using an item includes, but is not limited to, threatening any other student and/or actually harming another student with a weapon or drinking, ingesting or taking alcohol.

13. Changes to the Matrix

14. Changes to the Matrix

15. Changes to the Matrix

16. “Without Consent” has Been Added to the Glossary
Without Consent – means by use of force, weapons, threats, coercion, or intimidation; when the recipient is incapable of consent; or where the recipient does not agree to the physical contact or sexual act.

17. The Dress Code has Received Been Tweaked Based on Administrator Feedback
The substantive changes are as follows:
All pants, shorts, skorts, skirts and dresses must fit securely around the waist and completely cover the student’s hips, bottom, and undergarments. Slits in skirts and dresses must not be any higher than the tip of the students’ fingers while their arms are resting at their side.
Pants or jeans that have holes above the knee may only be worn if opaque tights, leggings, or shorts are worn beneath. Holes in pants may not reveal the student’s hips, bottom, or undergarments.
Halter and spaghetti strap tops and dresses are not allowed. Sleeves must completely cover the student’s undergarments (ex. bra and bra straps). Sleeveless shirts with revealing necklines or armholes (i.e. sleeveless tank tops meant to be worn as undershirts) are not permitted.
All yoga pants, tights, leggings, or jeggings must cover the student’s hips, bottom, and undergarments and must be covered by shorts, skirts, shirts or dresses that completely cover the student’s hips and bottom.

18. Elementary contains a provision unique to it:
The Dress Code has Received Been Tweaked Based on Administrator Feedback
Elementary contains a provision unique to it:
Additionally, when applying this dress code, elementary school teachers and administrators should consider all violations in the context of the student’s age, and the dress code should only be loosely applied to students below grade three.

19. Questions?

20. Behavioral Learning Guides: New Language Review
Christopher M. Pape
J.R. Brooks Attorneys for the Board of Education
7/21/2016