Embedded Files
Systems support the accurate and durable implementation of practices by staff, the efficient use of data for decision-making, and achievement of outcomes. Staff are trained to prevent many student behavior problems as well as to deal with disruptive behaviors in a proactive and positive manner. Systems provide the procedures and infrastructure to support and maintain new evidence-based practices.
Systems support the accurate and durable implementation of practices by staff, the efficient use of data for decision-making, and achievement of outcomes. Staff are trained to prevent many student behavior problems as well as to deal with disruptive behaviors in a proactive and positive manner. Systems provide the procedures and infrastructure to support and maintain new evidence-based practices.
TFI 1.6 Big Ideas
TFI 1.6 Big Ideas
In this feature, TFI 1.6, discipline policies will be modified and/or created to ensure they emphasize proactive, instructive and/or restorative approaches. This will require all staff have a clear understanding of the practices that create a proactive, instructive, and restorative approach to discipline.
In this feature, TFI 1.6, discipline policies will be modified and/or created to ensure they emphasize proactive, instructive and/or restorative approaches. This will require all staff have a clear understanding of the practices that create a proactive, instructive, and restorative approach to discipline.
Action planning includes: conducting an inventory of current discipline policies; evaluating and creating all school discipline policies to ensure they emphasize proactive, instructive and/or restorative approaches.
Action planning includes: conducting an inventory of current discipline policies; evaluating and creating all school discipline policies to ensure they emphasize proactive, instructive and/or restorative approaches.
Culturally Responsive - TFI 1.6 Elaboration
Teams employ and support an instructional approach to discipline that emphasizes teaching pro-social skills (rather than using exclusionary discipline and zero tolerance policies). They examine policies and disciplinary practices for disparate impact and from a power versus purpose perspective (i.e., policies and practices that reflect the preferences of staff versus those with a clear purpose linked to educational outcomes).
Proactive, Instructive and Restorative Approaches
Proactive, Instructive and Restorative Approaches
APPROACHES may be thought of as the intentions staff bring when implementing a specific policy. Approaches establish the context or conditions in which staff use specific practices and follow specific procedures.
APPROACHES may be thought of as the intentions staff bring when implementing a specific policy. Approaches establish the context or conditions in which staff use specific practices and follow specific procedures.
According to the TFI, all discipline policies and procedures should emphasize proactive, instructive and/or restorative approaches.
According to the TFI, all discipline policies and procedures should emphasize proactive, instructive and/or restorative approaches.
PROACTIVE APPROACHES create a positive physical and emotional setting where students are encouraged to actively engage both socially and academically.
PROACTIVE APPROACHES create a positive physical and emotional setting where students are encouraged to actively engage both socially and academically.
INSTRUCTIVE APPROACHES equip students with the specific skills needed to be socially and academically successful.
INSTRUCTIVE APPROACHES equip students with the specific skills needed to be socially and academically successful.
RESTORATIVE APPROACHES create a community where members feel safe to build, maintain and repair relationships.
RESTORATIVE APPROACHES create a community where members feel safe to build, maintain and repair relationships.
While many schools have formal discipline policies, those policies may or may not emphasize proactive, instructive or restorative approaches. The risk of failing to declare such approaches is that staff may end up using reactive, punitive, and/or exclusionary practices/procedures.
While many schools have formal discipline policies, those policies may or may not emphasize proactive, instructive or restorative approaches. The risk of failing to declare such approaches is that staff may end up using reactive, punitive, and/or exclusionary practices/procedures.
Example of two types of Tardy Policies:
Example of two types of Tardy Policies:
Tardy Policy - Proactive, Instructive, Restorative
Tardy Policy - Proactive, Instructive, Restorative
All teachers greet students at the door during passing period (Positive Contacts)
Acknowledge and Correct Hallway Expectations (4+ to 1-)
Encourage students to be on time (Active Supervision)
Welcome students to class and conduct a brief check-in before beginning instruction
Greet tardy students as they enter (Positive Contacts)
Respectfully prompt tardy students to follow the in-class Late Arrival Procedure - sign the tardy log/clipboard, go directly to their seats, complete a self-reflection sheet (Restorative Questions)
Tardy Policy - Reactive, Punitive, Exclusionary
Tardy Policy - Reactive, Punitive, Exclusionary
All teachers stand at their doors during passing period
Warn misbehaving students of possible consequences
Tell students to keep moving and get to class
Enter class and begin instruction
Sweep hallways to usher tardy students to the cafteria
Deliver consequence: warning, detention, notify caregiver.
Practices That Support Proactive, Instructive and/or Restorative Approaches
Practices That Support Proactive, Instructive and/or Restorative Approaches
When teachers use evidence-based practices (effective educational strategies supported by evidence and research - ESEA, 2002) with fidelity, they can be confident their teaching is likely to support student learning and achievement (OSEP, Ideas that Work.org). According to the research 85-90% of students respond positively when evidence-based practices are implemented with fidelity.
When teachers use evidence-based practices (effective educational strategies supported by evidence and research - ESEA, 2002) with fidelity, they can be confident their teaching is likely to support student learning and achievement (OSEP, Ideas that Work.org). According to the research 85-90% of students respond positively when evidence-based practices are implemented with fidelity.
Adopting SBCUSD's set of evidence-based practices (Proactive, Instructive, Restorative), provides the tools for sites to create a professional community where staff grow together as they learn to effectively support student social-behavioral success.
Adopting SBCUSD's set of evidence-based practices (Proactive, Instructive, Restorative), provides the tools for sites to create a professional community where staff grow together as they learn to effectively support student social-behavioral success.
Work of the Team: Extend staff learning of the practices by providing clear descriptors with examples. This will be the first step in creating a common language of practice that is shared by all staff. There are a number of benefits, including:
Work of the Team: Extend staff learning of the practices by providing clear descriptors with examples. This will be the first step in creating a common language of practice that is shared by all staff. There are a number of benefits, including:
Promoting consistency of practice across multiple staff and settings,
Promoting consistency of practice across multiple staff and settings,
Promoting peer to peer conversations and support,
Promoting peer to peer conversations and support,
Allowing for effective feedback from peers and administration, and
Allowing for effective feedback from peers and administration, and
Creating policies that emphasize proactive, instructive, and/or restorative approaches.
Creating policies that emphasize proactive, instructive, and/or restorative approaches.
Throughout the process it will be important for the Team to help staff frame the Effective Classroom Practices through a lens that is both Trauma and Culturally Responsive.
Throughout the process it will be important for the Team to help staff frame the Effective Classroom Practices through a lens that is both Trauma and Culturally Responsive.
Policy Writing - With an Emphasis on Proactive, Instructive and Restorative Approaches
Policy Writing - With an Emphasis on Proactive, Instructive and Restorative Approaches
Policies, practices, and procedures guide the day-to-day actions of staff.
Discipline Policies are broad written statements that guide day-to-day actions of staff as they relate to student behavior.
Discipline Policies are broad written statements that guide day-to-day actions of staff as they relate to student behavior.
In TFI 1.6, the Team will seek input from staff to develop Discipline Policies which emphasize proactive, instructive and/or restorative approaches. Schools may find it necessary to develop a variety of discipline policies to support implementation, including:
In TFI 1.6, the Team will seek input from staff to develop Discipline Policies which emphasize proactive, instructive and/or restorative approaches. Schools may find it necessary to develop a variety of discipline policies to support implementation, including:
Attendance and/or Tardy Policy - encouraging daily attendance and on-time behaviors
Attendance and/or Tardy Policy - encouraging daily attendance and on-time behaviors
Supervision Policy - establishing an emotionally and physically safe school
Supervision Policy - establishing an emotionally and physically safe school
All discipline policies should answer the following questions:
All discipline policies should answer the following questions:
WHY is the policy necessary?
WHY is the policy necessary?
The answer should provide staff with a clear rationale as to why consistently utilizing PBIS/RJ principles to address ___________________ is a site priority.
The answer should provide staff with a clear rationale as to why consistently utilizing PBIS/RJ principles to address ___________________ is a site priority.
HOW do Proactive, Instructive, and/or Restorative approaches support the policy?
HOW do Proactive, Instructive, and/or Restorative approaches support the policy?
The answer should provide staff with a clear statement as to how each of the selected approaches assist in creating the conditions necessary to effectively ___________________.
The answer should provide staff with a clear statement as to how each of the selected approaches assist in creating the conditions necessary to effectively ___________________.
WHICH Proactive, Instructive, and/or Restorative practices are necessary to support implementation of the policy?
WHICH Proactive, Instructive, and/or Restorative practices are necessary to support implementation of the policy?
The answer should provide staff with the specific Practices they will utilize when ___________________.
The answer should provide staff with the specific Practices they will utilize when ___________________.
WHAT procedures are necessary to implement the policy?
WHAT procedures are necessary to implement the policy?
The answer should provide staff with a clear description of the processes and actions they will take when ___________________ - may include flowcharts, handouts, forms.
The answer should provide staff with a clear description of the processes and actions they will take when ___________________ - may include flowcharts, handouts, forms.
Wrapping up TFI 1.6 and Looking Forward
Wrapping up TFI 1.6 and Looking Forward
Additional Readings & Support
Additional Readings & Support
2 Point:
2 Point:
Documentation includes and emphasizes proactive approaches AND administrator reports consistent use.
Documentation includes and emphasizes proactive approaches AND administrator reports consistent use.
1 Point:
1 Point:
Documentation includes and emphasizes proactive approaches.
Documentation includes and emphasizes proactive approaches.
0 Point:
0 Point:
Documents contain only reactive and punitive consequences.
Documents contain only reactive and punitive consequences.
Possible Data Sources: Discipline policy, Student handbook, Code of conduct, Informal administrator interview
Possible Data Sources: Discipline policy, Student handbook, Code of conduct, Informal administrator interview
SWSS Department: S. Johns, J. Patrick 2020
Information adapted from: CO-PBIS; FLPBIS; PBIS of Georgia; MO-SWPBIS Handbook/Tier One Implementation GuideImages obtained from Google Images and/or created by Johns/Patrick
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