School Year 2023-2024

Dewayne Boone, Assistant Principal of Interventions

Daniel Bellido, Dean of Students Upper Division

Monica Henderson, Dean of Students Upper Division

Kaneil Williams, Dean of Students Lower Division

Mr. Duvall, In School Suspension Coordinator

Mr. Mesa, In School Suspension Coordinator

Behavior Techs: Mr. Harris, Mr. King, Mr. Layne, Ms. Paz, Ms. _________, Mr. Arnold

Restorative Practices Program --Restorative Justice with Positive Behavior Intervention System (PBIS)

INSERT NEW RESTORATIVE JUSTICE PROGRAM, THE PLAN FOR RESTORATIVE PRESENTATIONS, SCHEDULE AND LOCATION, ALONG WITH THE POSITIVE BEHAVIOR DIGITAL SYSTEM ON LINE, UPLOAD DIGITAL REFERRAL AND PBIS TICKETS FOR EACH MONTH AS WELL AS THE THEME FOR EACH MONTH.

Overview

The School-Wide Behavior Management Plan has been developed to promote a positive, proactive approach to behavior management, which emphasizes Columbia Heights Educational Campus School-Wide Rules and Core Values which will be supported by Positive Behavior Interventions and Supports (PBIS).CHEC places a strong emphasis on establishing a safe and orderly learning environment through the collective work of teachers, parents and administrators.  Building a strong character is fundamental to creating a positive learning environment.  The School-wide Behavior Support Plan utilizes a proactive, multi-level approach.

**All Staff members will model and support our school-wide rules by demonstrating positive and appropriate behavior**

CHEC Schoolwide Norms

Academic & Behavior Expectations

CHEC SCHOLARS

We are Digital Citizens

We are Dependable

We own our Learning

We demonstrate Respect & Empathy

Our children need to be consistently reminded that their behavior directly impacts the learning environment of the school, and that they make a difference in school climate by upholding the school code of conduct.  The school code of conduct establishes clear operating principals to help students understand expected behaviors. Parents are asked to support the school code of conduct by interpreting its meaning and helping their children choose appropriate behavior.

School Wide Behavioral Expectations

 (see attachment CHEC Matrix)

     Student Code of Conduct

In order to reach our mission of having all students prepared to succeed in college, we must work as a team to have a safe, organized, and respectful learning environment.  As teachers, you are supporting students in developing the habits needed in order to be an outstanding college students, and eventually, outstanding community members.  The habits they will need are built into our code of conduct.

Student Responsibilities

·       Arriving on time to school each day

·       Attending all classes daily

·       Respecting every person in the building

·       Assuming responsibility for behaviors which support regular attendance and achievement/success

·       Coming to school each day ready to learn, with all books and materials

·       Abiding by the honor code

·       Wearing the school uniform and ID

·       Bringing the Agenda Book every day to every class.  The Agenda book is the only hallway pass which is permitted.  Agenda books cannot be loaned to others.

Students and parents sign an agreement that informs them of the policy and requirements.  All students registered for this school (i.e., on your roster), for example, have signed a uniform contract.

Student Identification Cards

In order to maintain a safe environment it is important to make sure that only CHEC students are present in the building. Preparation for college and the workforce also requires that students be responsible about required identification.  Student identification cards are required for all students seeking admission to DCPS school buildings, all high school activities and voting in the school elections.  Students are expected to swipe their DC One Card every morning as they enter, wear I.D. cards all day and to properly identify themselves as requested by school employees. DC One Cards serve DCPS students in a variety of ways. They can be used at the D.C. Library as well as a smart trip card for metro access. Columbia Heights Educational Campus is not responsible for any funds lost due to lost or damage cards. Student must resister the DC One Cards at WMATA to insure any funds.

For more information on your DC One Card please visit www.dconecard.dc.gov.

 If an I.D. is lost or forgotten, temporary I.D. cards are printed by the CAAAS machine.

Replacement Student I.D.'s are priced as follows:

Temporary I.D.  $ .50/ day                                                            Permanent Replacement $5.00

Fines for temporary I.D.’s must be paid by the end of the year.  If a student chronically forgets his or her ID, a parent conference will be held.

Conduct in the Corridors/Hallways 

The following are behaviors expected of students:

·  No loitering in the corridors, hallways, or staircases

·  Students must be in their classrooms on-time

·  Students are not to be out of class or any other assigned location without a teacher’s pass (student agenda notebook), including the boys’ and girls’ lavatory.

·  Bathroom policies will be established by each floor and SLC, and approved by the principal.

·  Students are not to go through an unassigned area at any time unless accompanied by a teacher.

 Hall Passes

The student agenda (Meridian), signed by a teacher, counselor, or administrator is the only acceptable student hall pass.  Passes should clearly state the time, destination, and purpose for the pass.  Students who are found abusing a pass will be subject to disciplinary action.  Hall walking is punishable the first time by detention, and subsequent offenses will be handled progressively, including suspension and/or involuntary transfer.

Special passes may be issued by administrators for library use or to students who have study periods.  Students may not lend their agenda for use as a pass to another student.

Maintaining a Climate for Learning

Teachers are asked to enforce all school rules and policies that help keep our school a clean, and healthy learning/teaching environment. The following are the established guidelines for the CHEC building for this school year.

1.     Cell phones, I-pods, and other electronic devices are prohibited in CHEC and in DCPS. Parents should discourage students from bringing electronic devices to school.  If a student decides to bring a device, and is permitted by the parent to do so, the device must be turned in by the student in the morning to the administrator/staff on duty.  The student receives a number, and the device is kept in a locked cabinet for the rest of the day.  If a student brings a cell phone or other device in, hides it and does not turn it in the morning, teachers are required to take it and notify a Dean or Administrator who will take it and return it to a parent/guardian. If a student uses a cell phone in class or any where in the building, it will be confiscated and returned only to a guardian.  After two occurrences of this type, the confiscated item will not be returned.

2.      Since electronic devices are not allowed by DCPS, and since the service of keeping them in a cabinet is a voluntary one provided by the school as a way to accommodate those who might have urgent needs to have a cell phone, the school assumes no liability if a device is lost or taken during the school day.  In other words, you bring your phones and other electronic devices at your own risk. 

3.     Graffiti, defacing property and “tagging” are prohibited.  This includes school property, clothing and personal school supplies. Students who have such marking on their property or make such marks on school property will be subject to disciplinary action, which includes an automatic 10 day suspension for the first infraction, and parents will be required to pay for any damage to the school building.  Students may also be assigned restitution duties, such as assisting in the building.   Teachers are asked to report any and all tagging on both personal and private property as tagging can often help us prevent vandalism as well as help us meet the needs of students who may be at risk for gang involvement.

4.     NO food or drinks are allowed in classrooms and hallways.  All food and drink must be consumed in the cafeteria only. No food or drink may be taken out of the cafeteria. No food or drink may be stored in the lockers.  Only water is permitted in the classrooms.  Teachers are asked to monitor student behavior in class, confiscate prohibited items, document violations of this rule, and model the expected behavior by only eating and drinking in designated staff areas on each floor. 

5.     The elevator is available only to students with valid medical excuses, signed by a doctor. A student authorized to use the elevator MAY NOT allow any other students on the elevator with him or her.  Inappropriate use of the elevator will result in detention or suspension.

6.      No gum is allowed anywhere in the school.

7.     Every classroom and every SLC floor will create classroom/floor clean up committees who will monitor cleanliness, and support the maintenance staff in keeping all areas neat and clean.

Auditorium Routines and Protocol

When assemblies are held, all students attend with their first period teacher.  They must sit with and stay with that teacher in the area assigned to that class.  Students must demonstrate proper respect during all assemblies, and must not detract from the performances by talking, whistling, making noises, or other disrespectful behaviors.  It is important to learn the kind of etiquette that will be needed in the future, when you attend concerts, plays, and other events.  Students who do not follow the Auditorium protocol will lose their Assembly privileges.  Students are dismissed from assemblies by sections, by the principal or person hosting the assembly.  Students must remain seated and wait until their section is called. The role of teachers during assemblies is to oversee students in their classes, enforce appropriate behavior, and help support the etiquette appropriate to the hard work of performers. 

 Cafeteria Protocol

During lunch, CHEC expects mature behavior from all students.  Upon entering the cafeteria, please go immediately to the line, but do not cut the line.  After eating, all students must clean their tables. 

Once students have finished eating, they can stay in the cafeteria, seated and talking (no running or horseplay, or they may play games in the game room area outside the cafeteria.  When weather permits, and there is an Administrator, students may go outside to play basketball or other games. Middle school teachers have lunch responsibilities.

 Interaction with Adults

Each staff member at CHEC accepts responsibility for the maintenance of discipline and for the promotion of a program for the development of wholesome human relations. A student's behavior should conform to acceptable standards of conduct as established by the principal, teachers, and DCPS Chapter 25.  The CHEC staff expects parental support in helping to maintain appropriate conduct in the school. Children's behavior should reflect self-respect and consideration for the rights, feelings, and property of others. School officials, students, and adults at Bell and Lincoln are to be respected at all times.  Students violating this disciplinary premise will be subject to sanction under DCPS Chapter 25.  Any student using profane, vulgar or inappropriate language in any setting will be subject to suspension or involuntary transfer in the case of repeated episodes.     

Public Displays of Affection (PDA)

When students are on any DCPS property (CHEC), they are expected to conduct themselves in an appropriate and professional manner. This is a workplace and as such students must begin to practice expected behavior. There is not to be any extended or suggestive kissing, lingering hugs, lying on one another, or touching of sexually related body parts. Sexual contact is never allowed under any condition. Students are expected to comply promptly and politely with any person’s request that they cease the PDA. Persons not following this policy will be processed for violations in the following manner: administrative conference and parental notification. Continued disregard of the PDA rules will result in further administrative actions and ultimately suspension or involuntary transfer.  Teachers are asked to inform the administrator or counselor of any student who repeatedly participates in PDA.  Research has shown a high correlation between students who participate in PDA and their risk for more high-risk sexual behavior (e.g., unprotected sex, sex at an early age, etc.) .  The reporting of students participating in PDA can often be embarrassing, but reporting such activity may mean saving a students life or preventing unwanted consequences.  Teachers are asked to utilize support and counseling services we provide students to address just such issues.  

Sexual Harassment

Sexual harassment is any unwelcome sexual advance, request for sexual favors, and sexually motivated physical conduct or verbal communication including but not limited to the following verbal or physical advances including:

·          pressure for sexual activity

·          unwelcome sexually motivated touching, pinching, patting or intentional brushing against

·          repeated verbal harassment, or abuse, repeated remarks or gestures of a sexual nature

·          demanding sexual involvement

When such activity takes place during school hours on school premises, or, other school-related transportation, on school premises or at school sponsored activities regardless of the time of day (DCPS, Chapter 25, 2503.2(g).  Teachers are asked to report such behavior as soon as possible to a Dean or administrator. 

Dress Code

THIS POLICY IS NON-NEGOTIABLE.

Teaching the Code of Conduct and the Expectations 

Our students need to be taught the code of conduct and be informed of school-wide expectations.  The school environment must be conducive to whole school participation and generation of PBIS.

CHEC AGREEMENTS

1.     ATTENTIVE LEARNING

2.     APPRECIATION/ NO PUTDOWNS

3.     RIGHT TO PASS

4.     MUTAL RESPECT

5.     DO YOUR BEST

**Effectively utilizing the CHEC Agreements will assist in building community, trust and positive student relationships.**

Preventive Discipline

Guided Discipline

Guided discipline is combination of guided instruction and support, interventions and meaningful consequences that will help students learn and regularly practice more skillful behaviors and responsible decision-making. In contrast to punishment and doing nothing, meaningful consequences are done with and by a student—the intention is to help students take responsibility for their behavior or academic problems, understand the effects of their behavior on themselves and others, and learn and practice behaviors that are more skillful, responsible, and productive.

Guided discipline is “present and future oriented”; it focuses on the student’s need to regain control, self-correct, redirect focus, or get back on track. Positive and negative consequences are viewed as natural outcomes of the choices students make. Guided discipline involves a wide range of graduated and differentiated consequences and interventions. The idea is to match appropriate consequences to the frequency and severity of a problem behavior and provide the kind of instruction and support that best matches the needs of individual students. Rather than gutting heads as adversaries, teachers’ instruction, coaching, and support help student develop greater personal self discipline and foster classroom habits and routines that create a more disciplined learning environment.

The Five Steps for Implementing Guided Discipline

1. Awareness—Know Yourself, Know Your Students, Know Your

School

·       What is your teaching stance? Where does your authority come from?

·       What are your discipline goals, your “No’s,” your triggers and reducers?

·       What will help you deal effectively with adolescents’ disrespectful speech?

·       What kinds of teacher behaviors will set your kids off?

·       What kinds of teacher support will help your kids become more self-disciplined and engage in more skillful behaviors more of the time?

2. Prevention

·       Help students get ready to learn

·       Establish positive group agreements, norms, goals, and expectations

·       Set clear boundaries and explain what makes a behavior a boundary violation

·       Teach and practice procedures and problem solving protocols

·       Build group cohesion and connectedness in the classroom

·       Develop personal connections with each student

·       Practice negotiated learning and group problem solving

·       Model and teach life skills

3. Invitations

·       Invite cooperation using verbal and written prompts

·       Give student’s opportunities to self-correct

·       Offer chances to make a choice

·       Help students to redirect their focus

·       Use two minute problem solving strategies

·       Let students know what they can do when they’re upset and angry

·       When invitations don’t work, interrupt and de-escalate conflicts and confrontations quickly and calmly

4. Support and Maintenance

·       Provide immediate feedback when students are trying out new skills and behaviors

·       Create classroom routines and rituals that involve every student

·       Make connections through 10 second “hits”

·       Recognize and celebrate the group’s efforts and accomplishments

·       Recognize individual accomplishments in and out of the classroom

·       Provide differentiated support for students who are struggling

·       Create opportunities for students to link personal effort to their successes in the classroom

5. Interventions

·       Clarify the differences between (1) boundary violations, (2) procedural infractions, and (3) intra- and inter-personal conflicts and problems

·       Begin student conferences by listening first and defusing students’ upset feelings before you problem solve

·       Make sure that problem solving reports, behavior plans, and academic contracts play a central role in follow-up consequences

·       Communicate with parents by phone, e-mail, notes, and conferences

·       Use class meetings to discuss problems and concerns that affect the whole group

·       Refer students to mediation, counseling services, and student assistance programs

Tools to Begin Using the Five Steps to Guided Discipline

1.     Awareness 

What are your own triggers? What are your reducers? How do you express your anger? 

Knowing what sets you off is a good thing. You have the advantage of preparing yourself for what to say and do when your anger button is pushed, and you can let students know where not to go. When you do get upset, frustrated, or angry, wheat are the reducers? What will help you to stop, defuse the emotional charge that you feel, and get re-centered so that you can think clearly about what to do next? For example, you might experience a situation where you feel so upset that your best response is to stop what you are doing, take a few deep breaths, walk to the other side of the room, and say, “I’m too angry to deal with this right now; we’ll make a time later to talk about this when I can hear you and you can hear me.” When the class has really blown it behaviorally or academically, how do you want to communicate your negative feelings? Expressing you frustration, anger, and disappointment is a tricky thing. Do it too often and it sounds like a broken record to kids: “Blah, blah, blah . . . here she goes again.” Think about picking your battles carefully. Expressing negative feelings has a different impact if you do it once a month rather than several times a week. If you rehearse what you want to say and know how you want to involve students in addressing the issue, your message will have a greater impact on more students.

What kind of time commitment are you willing to make to implement a discipline plan that works effectively for you and all of your students? This is probably the biggest question of all. Classroom discipline is an area where the more time you put in, especially in the beginning of the year, the more satisfied you’ll be with the results. “Front-loading” mini-sessions about all things disciplinary in the first month of school will ensure that your discipline goals, procedures, and protocols are crystal clear to everyone. One way to support your own intentional practice of implementing guided discipline is to set aside three to four hours each week of out-of-class time that are expressly devoted to discipline planning, implementation, and follow-up. If this becomes a weekly routine, it’s not nearly so daunting to make that parent phone call or meet with a group of students in out-of-class time during planning periods or before or after school. Here’s what three and a half hours a week (210 minutes) of out-of-class time can get you:

§ 50 minutes — Eight “problem calls” a week to parents—to inform parents of behavior or academic problems; to discuss student conferences, discipline plans, problem solving reports, academic contracts; to discuss follow-up consequences; to update a student’s progress; or make arrangements for a parent-student-teacher conference.

§ 25 minutes — One lunch period to conference with students and work with them on discipline plans, self-management strategies, problem solving reports, and academic contracts

§ 60 minutes — One after or before school “Conference Hour” to work with students on discipline plans, self-management strategies, problem solving reports, and academic contracts

§ 30 minutes — Five “Sunshine Calls” a week to parents—the goal is to talk to every parent at some point during the semester sharing something their child has done well and something you appreciate about their child

§ 15 minutes — 20 thirty second feedback and appreciation notes to students

§ 30 minutes — Two one-on-one sessions with students who really need an extra dose of connection, support, and encouragement

In addition, think about how you can integrate discipline practices and protocols into your weekly class plan. During five days of 50-minute classes, here’s what you could do:

§ During your “Getting to Work” activity that students do upon entering class, you can do two minute check-in’s with ten students, two each day.

§ Make sure every student gets a positive ten second comment twice a week (when you meet and greet at the door, when students are engaged in group work or independent work).

§ Open or close the week with a 10-15 minute activity that focuses on goal-setting, reflection, and behavioral and academic self-assessment.

§ Do at least one gathering that ensures that everyone in the class gets an opportunity to respond to a question of the week.

§ Review discipline policies, procedures, and problem solving protocols as needed.

§ Infuse the teaching for practice of a least two Life Skills into your regular curriculum.

§ Facilitate a brief class meeting to discuss a concern that affects the whole class, or negotiate a classroom decision.

2.     Prevention

Teach problem solving protocols. Help students to recognize that they always have choices and have control over their behavior. Review the kinds of invitations and interventions that you will use in the classroom, reminding students that the goal will always be to provide information students can use to make a responsible choice for how to self-correct and redirect their behavior. Take time to teach everyone A, B, C, D, E problem solving. This five step process is used throughout the guide for individual, interpersonal, and group problem solving.

ASSESS the situation and ASK, What’s the problem?

BRAINSTORM at least two solutions

CONSIDER the pro’s and con’s of each choice

DECIDE on the best choice

EVALUATE your decision after it has been implemented

3.     Invitations

Use two minute problem solving strategies

§ For students who are stuck, ask them to take two minutes to think through the ABCD problem solving process. Check back with them in two minutes so they can tell you their decision.

ASSESS the situation and ASK, What’s the problem?

BRAINSTORM at least two solutions

CONSIDER the pro’s and con’s of each choice

Make your best DECISION

§ When two students are involved in a conflict, you can ask them both to take two minutes to write down 1) what’s not working and why; 2) what I need to work it out; and 3) two solutions I’m willing to try. Check back with both of them in two minutes to share solutions and ask them to choose one that will work for both of them.

§ When it is appropriate, focus on Win-Win solutions rather than consequences. Ask the student to name the problem and suggest a solution to resolve it.

§ When students are reluctant to participate in a particular activity or work on a specific assignment, ask them to take a minute and write down an alternative way to complete a task or meet the goal or expectation. If we insist that there is only one way to do the task or that students must do it our way, we risk provoking further resistance.

§ When you notice a student who is having trouble getting started, take a minute to say, “I’ve noticed you’re having a hard time getting started. Stop for a minute, and write down in your own words what you think the task is. Then name one thing that’s getting in the way of doing it and one thing you can do to feel like you’ve accomplished something today.”

§ When you hear a complaint or concern, just say, “And?” to give the student the space to be more specific and make a responsible suggestion.

When invitations don’t work, interrupt and de-escalate conflicts and confrontational behavior quickly and calmly

Keep these questions in mind before you intervene with a student:

§ What are my long-term goals for the student—academically and behaviorally?

§ What do I say and do now to maintain the relationship?

§ What do I say and do now in public? What do I say and do later in private?

§ How do I create the physical and emotional space for the student to save face?

Try one of these strategies to de-escalate potential power struggles, knowing that no strategy will work for every student. What you say to a boy with whom you have a solid relationship will differ from your strategy with the girl in the corner who’s angry all the time and waiting for any excuse to stir thing up.

§ “Drop the rope” in power struggles or try not picking up “the rope” at all. Remind yourself that the goal right not is to de-escalate the situation by lowering the decibel level, defusing the emotional intensity, and diminishing the drama. You might say, “I’m not going to argue about this now.” Or, “I’m through discussing this for now.”Or, “I heard what you said and I need to think about it.”

§ Call their bluff. “Which is it going to be? Work with me after school or solve it yourself here in the classroom?”

§ Notice the problem and postpone dealing with it until you have the space and time for a private conversation.

§ For students who are argumentative or hostile to what other students say, you might try, “You have the right to your opinion [belief, feelings]. Can you try and summarize both points of view?” Or, “Can you restate that as a question?”

§ When students who are visibly upset or angry about something said in a discussion, say, “You had a really strong reaction to that comment. Let’s hear what others feel about this.”

§ Accept the feelings even as you stop the unacceptable behavior. “I know you’re upset about this and that you know the consequence.” Or, “I know you’re angry and you know the drill. Right?” Or, “I can see how angry you are and I don’t want you to have to leave class.

Here’s the deal. Do you think you can ______________________ or _____________________ for the rest of the period?”  Or, “I know you think this is unfair, and I want to talk with you about it later. Right now, I need you to _____________________. Can you do that?”

§ When a student is geared up to argue with you, state both viewpoints. “Here’s how I see it and here’s how you see it. Do I have that about right? For the moment we’re going to have to agree to disagree. Can you do that?”

§ For students who count on a “push back” response, acknowledge their power, “You’re right. I can’t make you do this,” and move on.

§ Refuse to take responsibility for the student’s actions by pointing out the choice that they are making and the consequences of that choice.

§ Offer an exit statement. “I’m not going to get in a power struggle with you over this now.” Or, “I’ve said what I needed to say. You’re the one who’s in charge of what happens next.”

§ Say, “I want to keep your personal business personal. Let’s step outside a minute and hear each other out.”

4. Support and Maintenance

An annoying reality of adolescence is that good behavior and a positive peer culture don’t sustain themselves without a big dose of what Linda Albert refers to as the five

A’s: ACCEPTANCE, ATTENTION, APPRECIATION, AFFIRMATION, and AFFECTION. If you were to set aside 15 minutes a week in each class to support and maintain the positive behaviors of individual students and the group, what would you choose to do?

Provide immediate feedback when students are trying out new skills and behaviors:

§ Give encouraging feedback that describes what students have accomplished and names the personal quality that they used to do it.

§ Emphasize a specific skill you will observe and students will practice each week. Provide feedback on how the group and individual students are using the skill regularly and successfully.

§ When someone has had a bad day, write a note with words of encouragement and a reminder that they can start fresh the next day.

§ Be particularly mindful of situations where students have recovered and bounced back from personal setbacks. Encourage students to tell you what they have learned from these experiences.

§ Notice when students do something “out of character” that reveals a different image of themselves.

§ Write notes that show that you have noticed the effort students have make to keep their academic contract commitments or sustain a significant change in their classroom behavior.

§ Create classroom routines and rituals that involve EVERY STUDENT.

§ Recognize and celebrate the group’s efforts and accomplishments.

§ Recognize individual accomplishments in and out of the classroom. Provide differentiated support for students who are struggling.

§ Create a set of quotes about people who have overcome great challenges and personal difficulties. Give a quote to a student when you want to acknowledge that they are having a rough time of it and share that other people have overcome difficult circumstances and found meaning and success in their lives.

§ Invite a student who needs a little boost of encouragement and support to eat lunch with you.

§ For students who have a particularly difficult time dealing with managing anger, controlling their impulses, or handling interpersonal conflict, invite them to write themselves a “congratulations” note when they felt they handled a tough situation effectively.

§ Hook up a struggling student with a former student who can share what she or he did to turn things around in class.

§ Set up 30 second daily check-in’s with students who need to be on a short leash. These are the kids who need to know you are not going to stop noticing how they are doing. Create opportunities for students to link personal effort to their successes in

the classroom.

§ Encourage students to keep a checklist of skills they are learning and mastering.

§ Ask students to review the list of self-awareness and self-management skills and  identify skills they have improved during the past quarter and skills they want to work on during the next quarter.

§ Invite students to tell you one thing they have accomplished this week that they didn’t think they could have done a month ago.

5. Interventions

Make one-on-one conferencing a daily practice

Teacher-student conferencing (from the one minute check-in to longer conferences to address serious issues) serves many purposes. It’s the ideal structure for listening when students are upset, for identifying academic and behavioral problems, for problem solving with a student, and for discussing students’ completed report forms after they have committed violations and infractions.

A useful guideline for one-on-one conferences is to listen first, defuse student’s upset feelings, and find out more information before you problem solve. Here are some suggestions for getting the most out of student conferences:

Begin conferences by inviting students to speak first. You might use any of these openers:

§ “So what’s up?” “What’s going on?” “What was that about yesterday?” “A lot’s been going on. Tell me what you’re feeling right now.” “You really sounded upset earlier. Is that right?” “So tell me what I should know about what happened.”

§ Then stop and wait for a response before you say anything else. The goal is to defuse the emotional charge and let the student know that you’re willing to listen.

A couple reminders about listening. . .

§ Listening to a student doesn’t mean you agree with what the student is saying.

§ Listening confers respect and indicates you desire to understand the student.

§ Listen first and listen attentively—before you assume, judge, correct, or problem solve.

§ Don’t get defensive and take the student’s upset feeling personally—you’re the one using your skills to defuse and understand.

§ Defuse the student’s upset feelings by acknowledging and reflecting the student’s feeling and emotional state and restating what the student has said so he or she knows you understood.

§ Encourage the person to talk by saying, “Tell me more,” “What happened?,” “How do you feel about that?,” “What do you need right now?,” “Is there anything else bothering you?”

When students bring a problem to you:

§ Tell them that you appreciate their willingness to talk about it.

§ Say little and let the student talk it through.

§ Ask the student if he or she wants to problem solve. Sometimes just listening to a student’s story is enough. If a student does want to problem solve, you might ask, “Where would you like to go from here?” Or, “What would a good solution look like?” Or, “What might be one step you can take toward resolving this today?”

Try to identify sources of misbehavior and explore other ways to meet that need. For example, was the misbehavior a way to gain attention, exercise power, protect one’s identity and dignity, seek revenge, or convey inadequacy?

When young people use absolutes or they over-generalize, help them to clarify their thinking and speak more precisely to their own situation. You can respond by saying, “Always? That never happens? Everyone does that? Are you sure that you’re the only person who . . . ?”

With students who are really having a hard time, choose to work on one behavior at a time. Try to eliminate or limit any negative feedback. Ask the student what you as a teacher can do to help. Create a daily check-in with the student. Give encouraging feedback when you see the student engaging in the desired behavior.

When conferences get bogged down—when you’re stuck or a student is stuck try these responses:

§ It sounds like you’re not ready to talk about this, so I will have to decide.

§ I’m unwilling to try that because _______________. Do you have another idea?

§ That’s a good idea. What consequence do you think would be fair if you don’t do this?

§ I want to hear what you have to say and I want you to hear what I have to say. Can we try that?

§ I’m not interested in fault finding or blaming. I’m interested in solutions.

For students who continue to express disinterest, dislike, or boredom with the course, it is hard to help them move out of the land of “not learning” without naming what is making this a bad experience for them. You might say, “It sound like you’re really stuck and can’t find a way to make this class okay for you. So let’s start where you are. Cover a page with everything you dislike about class. Then we’ll talk and if we can work together to find a way out of this.” This strategy can produce three positive results. First, you’re catching a student off guard because you’re not asking her to pretend that everything’s fine when it isn’t. You’re validating that a student’s negative feelings are real. Second, you’re telling the student that, “Just because you don’t like class, doesn’t mean I can’t like you.” You’re communicating that it’s worth you time to listen and try and understand what’s going on. Third, this kind of quick exercise usually provides a lot of information that can be useful in plumbing underlying resistance, and it gives the two of you a place to begin working on a plan.

Supportive Guided Discipline Documents

Appendix A

Building a Supportive Environment

At CHEC we will help our students being a staff who work with adolescents and want to create learning environments that foster fairness, mutual respect, student accountability, and self-discipline utilizing tools, skills, and guiding discipline principles that enable us to organize and manage our classrooms. We also assist out students achieve success by building a supportive and positive physical environment.  Out ultimate goal is to establish an atmosphere we will create an that communicates concerns for students’ safety and welfare.

As educators it is imperative that we understand all students may become restive and subject to temptation at times. When signs of incipient misbehavior appear, bring supportive discipline into play. This facet of discipline assists students with self-control by helping them get back on task. Often only the student involved knows it has been used.

The following tactics are suggested for supportive discipline:

• Use signals directed to a student needing support.

• Learn to catch students' eyes and use head shakes, frowns, and hand signals.

• Use physical proximity when signals are ineffective.

• Show interest in student work. Ask cheerful questions or make favorable comments.

• Sometimes provide a light challenge: "Can you complete five more before we stop?"

• Restructure difficult work by changing the activity or providing help.

• Give hints, clues, or suggestions to help students progress.

• Inject humor into lessons that have become tiring. Students appreciate it.

• Remove distractive objects such as toys, comics, notes, and the like. Return them later.

• Acknowledge good behavior in appropriate ways and at appropriate times.

• Use hints and suggestions as students begin to drift toward misbehavior.

• Show that you recognize students' discomfort: ask for a few minutes more of focused work.

Staff members are reminded that students mimic our behaviors.  Be sure to model respectful and responsible behaviors.

School Wide Supportive Discipline Interventions

CHEC Problem Solving Center (PSC) 

“The most effective PSC is the therapeutic model. Students are asked to reflect on the behavior that earned them time in PSC and to develop a plan for modifying this behavior. They are taught problem solving and conflict resolution skills.” 

Purpose

PSC is a constructive learning environment where students get the opportunity to reflect on undesired behavior by understanding why the behavior is inappropriate, setting goals to improve the behavior, and focusing on the ideas of how to effectively rejoin the CHEC community. The purpose of PSC is to work with the student to document, define, and address the problems students encounter to support a learning environment that is safe and optimal for learning. The Problem Solving Center is to serve as an alternative to Out of School Suspension, where a student can be in isolation from the general population while completing assignments under the supervision of the PSC coordinator.

The Goals

·      Reduce the number of out of School Suspensions

·      Provide academic support while disciplinary consequences are enacted.

·      Provide students with skills in conflict resolution.

·      Provide students with counseling and behavioral support.

·      Improve attendance.

·      Decrease dropout rate.

·      Increase academic engagement and academic performance

·      Improve School Climate

Assignment to PSC

Students can only be assigned PSC by a Dean or Administrator. The assignment of PSC should include the infraction and the length of the suspension period.

Responsibilities of the Teacher

Teachers can help by enforcing all school rules and regulations fairly and consistently.  Teachers can provide timely, and detailed data on the infractions of students to help inform consequences. Teachers are asked to provide class work to students assigned to PSC.  Teachers should report students who are not reporting to PSC to Deans.  Upon release from PSC, teachers are asked to provide a warm welcome to students and to facilitate a smooth reentry to class such that students are able to access instruction given their absence.  

At the front end, teachers can help prevent the assignment of students to PSC by: 

·      Establishing clear behavior expectations and guidelines.

·      Focusing on student success and self-esteem.

·      Seeking student input on discipline rules.

·      Using a "systems approach" for prevention, intervention and resolution and developing levels of incremental consequences.

·      Enforcing rules with consistency, fairness, and calmness.

·      Planning lessons that provide realistic opportunities for success for all students.

·      Monitoring the classroom environment continuously to prevent off-task behavior, and student disruptions, and for providing help to students who are having difficulty and supplemental tasks to students who finish work early.

CHEC Peer Mediation

Peer mediation is a negotiation-based strategy that teaches students and student mediator’s alternative strategies to help resolve conflict among their peers. In peer mediation, students trained as conflict managers (who well be trained by me) apply problem solving strategies to assist their peers in settling disputes in a manner satisfying to all parties. This is designed to help keep many minor incidents from escalating over time into more serious incidents. My goal is to teach students am alternative set of skills that they can apply in conflict situations. My hope is that they well learn there are alternatives to violence for solving personal problems or resolving inter-personal conflict.

In this module, an impartial third party (our student mediators, and my self) well attempt to help students in conflict come to a win-win, rather than a win-lose resolution to their disputes. Student mediators well are taught a process of communication and problem-solving that they apply to help their peers reach settlements of their disagreements without confrontation or violence. In the process of training, mediators learn that conflict can be constructive and positive, and that their role as mediators is not to judge, nor to force an agreement or solution. Rather, students come to mediation voluntarily, and are guided by mediators to move from blaming each other to devising solutions acceptable to all parties.

In order to schedule a secession one of the parties or staff member should either fill out a mediation request form or contact one of the Deans. At which time both individuals/groups well be brought to a neutral room to begin the process.  There are five steps of peer mediation that our mediators well use, and they are as follows:

Five steps to Peer Mediation Session

1.     Mediator opens session explaining process and rules.

·       Be willing to work to solve the problem

·       Agree to listen without interrupting

·       Agree to show respect for one another

2.     Both sides tell their stories.

·       Mediators practice “active listening”

·       Both sides tell their story

·       Mediators paraphrase to ensure understanding

3.     Brainstorming Solutions

·       All solutions presented – no evaluation or judgment

4.     Choosing Solutions

·       Solution should work for both sides

5.     Closing the Mediation

·       Summarize the agreement

·       Write out the agreement and both sides sign.

CHEC Student Court

CHEC Youth Court provides alternative to out of school suspension to students who violate chapter 25 infractions.  The goal CHEC student court is to investigate their student behaviors and to mete out punishments appropriately. The idea behind a student court is that a student body should be as self-regulating as possible, and rather than allowing punishments to be imposed by administrators and deans.  CHECH

Youth Court enlists mature highs school students in creating a new kind of juvenile justice where youth juries have the power to impose a sentence on offenders and where non-violent youth can avoid formal prosecution for their offense by carrying out the sentence imposed by their peers.

CHEC students are referred to student to student court by administrator and deans. Student court will be held Wednesday afternoon at 3:30.

After School Detention

3:15pm -4:15pm in the far right/left of the cafeteria. If students do not attend they will be they will be required to attend ISS the next day and be placed on the no activities list.

Detention Assignments

• Writing Activities

• School Work

• Restitution with custodian

• No sitting/ being idle will be tolerated

Chapter 25

http://dcps.dc.gov/DCPS/Files/downloads/SCHOOLS/Youth%20Engagement/DCPS-Student-Discipline-Policy-Tiers-August-2009.pdf

SST Process

The classroom teacher is the nucleus of an effective school wide discipline plan.  One of the many functions that a teacher must encompass in the classroom includes providing a safe, nurturing, and physically comfortable environment for all students to actively engage in the learning process.  Furthermore, it is imperative that the teacher will continuously develop a strong relationship with students and parents so that they can execute their best in following the school expectation as well as classroom procedures.  A majority of class conflict and disruption can best be averted by providing quality core instruction and building relation ships and community with students.  In the event of a perceived need for academic intervention see the SST process.  See SST Page on Online Handbook

CHEC Discipline Procedure

At CHEC, we have set up a discipline policy that progressively attempts to meet the needs of the students. This will allow you to be consistent in your discipline and because students know that to expect, they will not be surprised when the consequences are given.

1.  Verbal Redirection

This is a redirection not a reprimand. It may be directed to the whole class at once. It may be directed to one or two students. The teacher does not need to approach the student when using this step. The teacher needs to take the opportunity to remind students early enough that the situation does not progress beyond a point where a simple reminder is no longer appropriate.

Example:

"Janice, we are working on page 6 right now.  Please begin."

“Tammy, please raise your hand.”

A particular student may respond better to placing a post it on her desk saying, “watch your volume.”

“We need everyone on task in order to accomplish our goal for the day.”

2.  Formal Warning

This is a reprimand. The student is approached. The warning may be either verbal or written.

Verbal warnings should not be delivered across the classroom. The teacher moves in close to the student and advises him/her know what he/she is expected to do. This is also an opportunity to ask the student what they need, how you can help them or if everything is okay in a sincere and respectful manner.  This is the time to stop a potentially larger problem by seeking to understand. The student is asked to identify the next step in the consequence ladder.

Example:

During a class discussion, Tammy suddenly speaks out. "Boy, this stuff really sucks!" The teacher walks up to her and calmly, but firmly, says, "Tammy, our class norm is to raise your hand and that is what I expect you to do.  You need to wait to be called on before you speak. This is your warning. What can I do to help you remember this? 

Now, can you tell me the next step?"  After the student tells you, set the expectation, “I know we won’t get there.”

These steps are where you use the preventive measures discussed previously.  Minor interventions happen now to redirect the student and maximize both their learning and the learning of the class.  The goal is to keep all students in the room learning. 

90% of your discipline issues for the year should be taken care of with verbal redirection and warning because of your solid routines, rituals and classroom management and preventative discipline.

3.  Plan for Success (Partner Classroom)

The student is approached again. He/She is reminded that he/she has already received his/her warning. The student will then be asked to gather his/her belongings and follow the teacher. The teacher will take the student to the Buddy Classroom (10 minute maximum) to complete a Plan for Success. The student will be reminded that inappropriate behavior will not be tolerated as it inhibits their learning and the learning of their classmates.  After the allotted time period, the student will be escorted back to his/her appropriate classroom. Before entering the teacher will conference briefly with the student about the expectations. The student is asked to identify the next step.

Example:

Nathan has been warned about staying in his seat and working on his assignment, but he keeps wandering over to argue with Jeff about a missing baseball card. The teacher asks Nathan to gather his belongings and asks him to follow her to Ms. C’s class. 

What did the teacher do to solve the baseball card issue?  What interventions were tried to problem solve this and refocus Nathan and Jeff—did Jeff steal his card—can this be addressed efficiently in a more proactive way?

She says "Nathan, I warned you only a few minutes earlier about following directions. Yet you refuse to go to work. You are expected to complete this Plan for Success to reflect on your behavior. Once completed, please inform Ms. C and she will escort you back to class. The goal of this assignment is to gain self-control and return to class with a plan to successfully remain in class the remainder of the class period.

Can you tell me the next step?" After the student tells you, set the expectation, “I know we won’t get there.”

4.  Parent Phone Call and Afterschool Detention

The student returns to class after completing their Plan for Success. The student should be removed from the problem and advised that staying on task is the expectation. If the student does not comply, the student’s parent should be contacted immediately and advised that the student will be remaining afterschool for a 1 hour detention.  What is the teacher doing/done differently:  allow the student to move seats, avoid calling on them if they still need cool off time, is there a place for a student to request the teacher to act differently—what does the student need and how is that being met upon their return?

Example:

Nathan has returned to class and still continues to throw paper at Jeff. Nathan is reminded of his Plan of Success and asked to come to the phone and call his parent or guardian to advised them of the behavior choices Nathan has made as well as the interventions that have been put in place.  Nathan’s parents are informed that he will be expected to attend afterschool detention. Failure to do so will result in a referral and the appropriate consequence from the Dean of Students.

5. Referral

If all other steps have been implemented thoroughly, the student is removed from class and is escorted, by security, to the appropriate dean. The student must be sent with a completed referral form.

Example: You will receive a detention

Linda has been acting up in class quite a bit today. She has received a verbal redirection, a formal warning; she had been removed from class t complete her Plan for Success and her parent has been contacted. Still, she continues to disrupt the class. The teacher completes a referral and calls the main office to have security report to the classroom. Once security arrives, Linda is escorted to her Dean of Students. The Dean will assign appropriate consequences and will contact her parents. The Dean will also communicate with the teacher to get a detailed account of the interventions.  The Dean my also observe Linda in the class in order to assist the teacher with classroom management, routines and rituals and/or preventative discipline.

CHEC Discipline Referral Process

After the 5 step process has been followed and a student is still exhibiting inappropriate behavior and the behavior warrants a referral; the steps below must be followed:

1. Complete a referral in its entirety. (Please see sample)

1. Contact the main office for security officer to be sent to your class and have the security officer escort the student to the Dean of Students. Of the D of S is not available have the student escorted to their SLC administrator.  

(A student cannot be sent out of class without a referral.)

1.  If the behavior does not warrant the student being sent out of class but the student has violated a behavior infraction please complete a referral electronically to the dean- kiah.campbell@dc.gov.

1. You will receive a response to your referral within 48 hours via email or a memo placed in your box in the main office.  If this is an emergency situation it will be handled immediately.

Please be reminded:

• Effective classroom management will prevent many unnecessary discipline referrals.

• You must make meaningful attempts to correct the behavior before it gets to the referral stage. If you have not made any attempts to correct the behavior the Dean will follow up with classroom management suggestions.

If you need assistance in the classroom with management issues, please contact us and we will be happy assist you.

Sample and Blank Referral Documents

Appendix C

Positive Behavior Interventions and Supports (PBIS)

The goal of Positive Behavior Support (PBIS) is to help each child develop self-discipline to make good choices. Parents, teachers, and students must work together to maintain a safe learning environment. Together the home, school, and community share the responsibility for developing good citizens. Columbia Heights Educational Campus utilizes a Positive Behavior Support System to recognize the positive contributions of students. Each teacher has a classroom discipline plan that informs students of school rules and expectations. Citizenship, High Expectations are primary behavioral expectations in all classroom and non-classroom settings.

What is Positive Reinforcement?

Positive reinforcement means giving something to the student that the student values immediately after a desired behavior is demonstrated that results in an increase in the desired behavior.

Positive reinforcement types include:

• Motivation and encouragement

• Natural, positive reinforcement

• Edible incentives

• Material incentives

• Social Reinforcement

• Positive phone calls to parents/guardians

Teachers Need to Show Students They Care

ü     Use a supportive tone of voice.

ü     Listen to students and take them seriously.

ü     Act as though you enjoy your job.

ü     Appreciate the uniqueness of each student.

ü     Show a sense of humor.

ü     Show interest in and respect for students outside interests.

ü     Involve students in making decisions about the class.

ü     Look for improvement, not perfection in student work and behavior.

Guidelines for Effective Praise

It is important that our instructional, support and other staff members are sincere in their praise.  Students are more likely to respond positively to feedback that is genuine.  We promote the following for delivering praise:  It is crucial to make eye contact, when we communicate.

Use the student’s names; describe what they did, and why it was a good idea.

Name:

·       Using their name helps the student realize you are talking to them.

·       It redirects the attention of the other students to a good role model.

·       Recognition feels good.

·       Older students may prefer more private praise.

What they did:

·       Be descriptive as possible.

·       Use the same words you need when you gave the direction.

·       This will give those who are not following the directions specific information about what they need to do.

Why it’s a good idea:

·       This part of the statement helps students learn to make generalizations about appropriate and inappropriate behaviors.

·       Keeps comments focused on following the rules, staying safe, etc 

Acknowledgement & Receipt of Plan

I, ____________________________________ do agree to comply with the

                         (Teacher’s name)

procedures outlined in the Behavior Management Plan of Columbia Heights Educational Campus and to promote a positive, proactive approach to behavior management, which emphasizes CHEC’s School-Wide Rules, as well as, the Core Values.  

·      Model and support our school-wide rules by demonstrating positive and appropriate behavior.

·      Follow grade level lessons plans, which provide intensive and systematic instruction that will ensure mastery of appropriate and positive behavior for each of our school-wide rules.

·      Develop and implement classroom and school-wide behavior management strategies to increase students’ academic engagement and decrease students’ disruptive behaviors.

I have read, and acknowledge receipt of this Behavior Management Plan.

Teacher signature _________________________________________         Date _______