Proposed Revisions to the Behavioral Learning Guides Christie
Proposed Revisions to the Behavioral Learning Guides Christie Finley Deputy Superintendent of Strategy and Innovation Christopher M. Pape Attorney for the Board of Education 7/28/2017 1 Overview Summary of 2016-17 Documents Feedback about the 2016-17 Documents
Major Changes: to the documents; to Consequences; and to Prohibited Behaviors. 2 Summary of 2016-17 Documents There were two different documents: The Secondary Behavioral Learning Guide The Elementary Behavioral Learning Guide
Each document contained lengthy, detailed descriptions of all discipline procedures and strategies. All prohibited behaviors were assigned to multiple Response Levels (in the Behavioral Learning Matrix) The Response Levels helped schools progressively respond to student misbehavior. The Response Levels required more significant consequences and supports as they got higher. 3
Feedback About 2016-17 Documents The documents were too long/too detailed. There were too many examples. Teachers wanted clarity about when to move up a level. Some behaviors needed to be reclassified. Principals need more discretion. 4 Major Changes to the Documents The Secondary and Elementary BLGs are gone. There are three new documents: The Behavioral Learning Guide The Secondary Matrix
The Elementary Matrix They are formatted differently from last years documents to make them easier to read and use: Reduced the number of large paragraphs More charts, tables, and graphics The Matrices will be made into hardcopies for teachers 5 Major Changes to the Documents The Behavioral Learning Guide: The BLG serves as the instructions for the Matrices It provides brief descriptions of Behavioral Learning strategies like PBIS and Restorative Practices.
The Secondary Matrix: Provides short instructions for responding to misbehavior Contains expected and prohibited behaviors with corresponding Response Levels (similar to last year) The Elementary Matrix: Same format as the Secondary Matrix but with instructions tailored to elementary students. 6 Major Changes to the Consequences All of the changes to consequences and behaviors that
we will discuss were the result of collaboration with: BLG Liaisons Principals and their admin teams District administrators Superintendent The Department of Justice reviewed the Districts proposed changes and provided feedback that is part of the final versions of the documents.
Mid-year data review to check if new strategies are working 7 Major Changes to the Consequences Restorative Panel Meeting: District-Level Its an opportunity, not a requirement Often a last chance before expulsion (for Secondary) Expulsion: Expulsion lengths will be based on number of days Length will increase for subsequent expulsions Opportunity to return back to school early
Resetting: Allows schools to restart the progressive discipline process if a student is able to behave for a defined period of time. 8 Major Changes to the Behaviors Alcohol and Drugs In 2016-17, there were a variety of Response Levels (some as low as a Level 2) in the BLGs related to alcohol and drugs. In the 2017-18 Matrices: 9
Major Changes to the Behaviors New Offenses In 2016-17, the maximum consequence for harassment based on a protected characteristic was a Level 2. In 2016-17, there was no offense for threatening another student with weapon violence on social media. In the 2017-18 Matrices: 10 Major Changes to the Behaviors More Discretion In 2016-17, principals didnt have as much discretion for handling physical aggression offenses.
In the 2017-18 Matrices: 11 Major Changes to the Behaviors More Guidance The 2016-17 documents were too vague about certain issues, such as: What constitutes a toy gun? What should a principal do for students who wont stay in class or in school? How should a teacher handle directed profanity?
Toy gun has been redefined. The Matrices have been updated with consequences for a students failure to remain in class and school. The Matrices now encourage teachers to address profanity in the classroom if able, but if necessary based on their discretion teachers can begin with a Level 2 (administrator) Response. 12 Proposed Revisions to the Behavioral Learning Guides Christie Finley
Deputy Superintendent of Strategy and Innovation Christopher M. Pape Attorney for the Board of Education 7/28/2017 13
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