LCMSD Hall Middle School Schoolwide Discipline Plan Review and Revision June, 2016

Larkspur-Corte Madera School District is a dynamic learning community. We are inspired to think critically, collaborate, encourage

creativity, and communicate effectively in supportive and inclusive environments. Every individual is empowered to become a productive

citizen through relevant, rigorous, and engaging curriculum, active partnerships, and authentic interdisciplinary learning experiences

Student Outcomes We believe that in order for our students to be successful in college and careers, all learners must demonstrate the skills necessary for this success. Learners will: § Be Effective Communicators § Be Critical Thinkers and Problem Solvers § Use Curiosity and Imagination § Use Creativity to Express and Explore Learning § Collaborate with Others in Learning and Leading § Be Flexible and Resilient § Demonstrate Initiative and Entrepreneurialism §  Innovate

Foster healthy, inclusive, respectful, and safe learning environments that promote social,

emotional, and intellectual growth § LCAP Goal: Improve student engagement, health, well-being

and connectedness to school.

§  Increase ADA to 97% §  Maintain 0% expulsion and drop-out rate; reduce suspension rate to

<10 days of suspensions §  80% students feel connected to school on HKS measures §  >85% of students and parents report curriculum is stimulating and

engaging §  District scores proficient in Student Digital Citizenship n Bright Bytes

survey §  >75% teachers report positive indicators on climate/culture survey §  5th and 8th grade students maintain Healthy Fitness Levels on Phys

Ed Assessment

LCAP Process

§ Advisory Committee § Public Hearing June 15 § Adoption June 22

Overview of Issues § Data ( Suspension, Surveys, Anecdotal) § Discipline Data (handout)

§  http://lcmschools.org/cms/lib07/CA01001299/Centricity/Domain/26/Safety-Discipline Board Report.pdf

§  http://lcmschools.org/domain/6 - SARC

§ HKS http://lcmschools.org/domain/514

§ School Site Council Survey

§ Staff Identified Issues §  Administrator support § Consistency schoolwide among teachers and admin § More structure

Issues and Concerns § Student Behavior: disrespect, bullying, disruption

§ Loss of instructional time §  Math class additional teacher, tutor time, support classes §  Teachers design work groups that individualize for students and assure

students have access to the content §  We are responsible for preparing students for the next course

§ Teacher Retention §  We have not lost good teachers..some teachers take leaves for family

reasons; some teachers have retired with incentives that is due for their years of dedication. We do not settle. We want the best for your children/our students. Dearth of teachers statewide particularly in Science and Math and Special Education. Other factors impacting teacher retention: cost of living in Marin

Types of Issues/Behavior

§ Class disruption/lack of settling in § Not following directions or class routines § Disrespecting adults § Disrespecting peers § Avoidance of classwork § Group bullying § Peer pressure, teasing § No tell

Approaches and Consequences 15-16 § Class consequences § Removal from class § Parent Contact § Detention § Removal from Break/Lunch § Counseling § Law Enforcement/SRO § Suspension § Parent/Student/School Contract § Parents attend class with student § Alternate Settings ( Community School)

Role of Counselor

§ The School Counselor is a support to staff, students and families in relation to student success and supports at school

§ Provides case management for difficult cases § Serves as liaison to other community based agencies and

organizations § Facilitates conflict resolution § Provides some individual and group counseling services § Supports and provides training in schoolwide positive

behavior supports and Restorative Justice

Role of School Resource Officer § SRO with CMPA serves all the schools in the Twin Cities § Focus on secondary schools § Provides visibility and supports positive relationships between

officers and students § Supports school administration in handling incidents that are

considered crimes under the law § Supports school administration in intervention with family

circumstances § Supports mental health intervention (5150) § Assists schools in intruder and active shooter drills, protocols

and safety plans

CA Education Code (Law) § All board policies are aligned to Ed Code: § BP 5144, 5144.1, 5144.2, 5145, 5145.9 5131, 5131.2, 5137

§  Suspension is allowed for any behavior that is excessive or causing danger to self or others

§  Suspension is not condoned for “disruptive behavior or willfull disobedience §  http://edsource.org/2014/new-law-limits-student-discipline-measure/

67836 §  Not allowed for K-3 §  Can’t expel for willful disobedience or defiance §  Focus on positive strategies

§  Special Education is a federal law and trumps State Ed Code §  Students with IEP’s have specialized plans

Suspension and Expulsion

§ Suspensions can’t be over five days § Multiple 5 day suspensions would lead to recommendation to

attend an alternative school or placement § Suspensions do not add up to expulsion § Expulsion Offenses: Sale of drugs, brandishing a weapon,

Possession of firearm, certain battery

Focus on Prevention and Positive School Climate

§ To the extent possible, district and school strategies shall focus on prevention of disruptive behavior by establishing clear rules for student conduct and strategies to establish a positive, collaborative school climate. 80/20 rule. Three R’s

§ Students shall be informed, through student handbooks and other

appropriate means, of district and school rules related to discipline and respectful behavior, mechanisms available for reporting bullying or incidents or threats, and the consequences for perpetrators.

§ Alternate Settings or Programs can be positive

Positive Schoolwide Initiatives

§ Positive Classroom Management Training § No Bully and Solution Teams § Teens in Transition § Digital Citizenship § CCSS (collaboration,critical thinking, creativity, problem-

solving) § Mindfulness and Meditation (articulate with elementary) § Beyond Differences § Restorative Justice § Peer Coaching § Community Partnerships

Cougar Code Integrity Take care Kindness and Respect Work hard Pursue Passion

Student Conduct Expectations DRAFT Hall is a positive, supportive, safe environment where every learner can thrive. Our culture is defined by mutual respect; when conflicts arise, we resolve them thoughtfully and peacefully. All students will adhere to the following expectations to help us continually improve our Culture of Learning: § 

Disruption-free learning environments. §  Everyone has the right to learn and no student will be allowed to detract

from the learning of their peers. § 

Students will be on time to each class every day. §  Being on time to class means being in the classroom in your seat. A

pattern of tardiness will result in detention and further loss of privileges on campus.

§  Safe, friendly, appropriate playground conduct.

§  Tackling, hitting, wrestling, play-fighting, disrupting others’ games and engaging in negative group behaviors are unacceptable and will be met with serious consequences, including loss of playground privileges.

Student Conduct Expectations

§  Appropriate, respectful use of the Library. §  Students that abuse the Library space by playing, running, being

disrespectful to Library staff and/or inappropriate use of technology will not be allowed to use the Library at recess/lunch.

§  Personal technology turned off and put away at all times.

§  During the school day, including recess and lunch, students may only use personal technology when given express permission from a teacher. Students that abuse this expectation will lose the opportunity to bring personal technology to school. A phone is considered to be “out” when it is in a student’s hand.

§  Appropriate, respectful, safe use of technology and social media.

§  Students may not access inappropriate content nor insult or harass fellow students or staff via technological platforms. Students may never video or record fellow students or staff without express teacher permission.

Student Conduct Expectations § No hats, food or gum in all classroom settings and Library. Junk food is

not allowed at school per the Wellness policy (candy, soda’s, caffeinated drinks, etc)

§ No cutting the hot lunch line. §  Students that cut will serve detention and be restricted to getting lunch after

the 3rd lunch bell. § 

Students will eat lunch in designated areas. §  Each grade has clearly defined eating areas, including the central

courtyard. 7th/8th graders may go to the blacktop/field after 1st bell. 6th grade exits blacktop/field after 2nd bell.

§  Students will respect each other’s property.

§  Theft is unacceptable and will result in suspension. Tampering with another student’s belongings, including moving/hiding their backpack, disrupts their learning and will result in administrative action.

Student Conduct Expectations § Students may never leave campus without adult

supervision. The perimeter of the campus is the 600 building/bike cage, the ball wall and basketball courts, The softball field and end of the gym. Students may not run around the gym to the parking lot. Students leaving campus without permission are considered truant and subject to truancy consequences

QUESTIONS/COMMENTS?

HMS Behavior Supports & Intervention

Hall Middle School Behavior Supports and Intervention Matrix

Positive Classroom Supports Teacher/student relationship Rules and Expectations posted Proximity (do not call out or humiliate student) Flexible seating Clean, neat, well lit environment Engaging and empowering student-centered curriculum Individualized supports/strategies

Schoolwide Positive Supports Special Connections with Adults Advisory Periods Character Counts/Cougar Code Activities Restorative Justice Student Juries Student Leadership Activities Counseling Beyond Differences Activities Social Thinking Groups Circles of Friends

Individualized Behavior Supports Student Support Team Meeting Individual Plans Counseling Behavior Contracts Probation Small Group Settings Specialized Academic Instruction

Level 1 Behaviors Level 2 Behaviors Level 3 Behaviors Noncompliance Disruption of instruction Overt disrespectful language and/or non-verbal message Minor destruction of property Tardiness

Continued Level 1 behaviors (i.e. disrespect) Harassment/bullying/teasing Abusive language Truancy Hate speech Vandalism Physical aggression

Continued Level 2 Behaviors Major destruction of property Theft Drugs/Alcohol Weapons Assault Sexting

Teacher Interventions Teacher/Adult Interventions Teacher/Administrator Interventions

Student-Teacher chat after class/to the side Re-direct Student removed to buddy classroom Student separated from group to work Parent contact/conference Restitution or apology Teacher administered detention

Send student with a pass to office In-school suspension from class Parent contact (3 referrals = conference in person) Restorative Justice session Out-of-school suspension (requires re-entry mtg) Behavior contract Detention/Saturday School Community Service Parent attends class with student for two days

Criminal offenses result in contact with law enforcement In-school suspension Out-of-school suspension (requires re-entry mtg) Bus suspension Behavior contract Expulsion (brandishing a weapon, selling drugs) School Attendance Review Team Meeting Possible Referral to Alternative School

Focus Group Action Plan Areas § Communications - strategies to clearly and consistently

convey behavioral standards and expectations. § Principals visit each class first week to review clear rules § Rewrite handbook and require signature of student/parent §  Include parent expectations (attendance, no tardies, no

texting during school hours, etc) § Communicate to parents about incidents that occur after

school and what should be reported to school § Who to call: teacher, counselor, principal § How students can access counselor § Nuts and bolts training on behavioral expectations for all

new staff

Focus Group Action Plan Areas § Positive Activities for Recess and Lunch

§ Club and activities at lunch could be done according to teacher interest and also according to student and have parents register as volunteers and help run them.

§ Start the day with mindfulness exercise in Homeroom

§  Involve student leadership in selecting lunch activities

§ More supervised games at lunch

Focus Group Action Plan Areas Structures and Intervention Matrix

§  Clarify and communicate, require student signature

§  More robust student information system documenting what is happening with kids (including interventions), so teachers can provide better, more appropriate support for kids in trouble.

§  Instead of sending kids to the office for disruptions, they go to a “work study” room that is staffed. They Skype into the class they are sent out of and are still accountable for the work that needed to be done then.

§  Tier II and Tier III Interventions - consider modifying existing interventions and explore new interventions for higher level or continued incidents by given students.

§  Require counseling for students who are suspended §  In House Suspension

§  Detention. Lunch clean-up, and Saturday School

Consequences § Clear consequences that are also enforceable § Agreement from staff § Progressive Discipline Chart draft

Focus Group Action Plan Areas Campus boundaries, cell phones, student backpacks

§ Cell checked in homerooms. If use is violated during the day, parents must come to pick up cell phone from the office. Kids will not be able to get them back.

§ No junk food ( Rock Star, Red Bull, etc). Will be confiscated § Can we bring back lockers? Some area that students can safely

keep backpacks and keep cell phones. § Revise cell phone policy to get distracting smartphones out of the

classroom except at teacher direction for instruction. Similar to backpack comment, this will remove a lot of temptations and distractions and save instructional time that teachers are wasting managing such distractions

§ Supervision at campus boundaries before, during and after school

Comments? Pro’s/Con’s § Fire and code considerations for lockers § Reduced back pack loads § Cell phones can be used instructionally if effective

§ IPAD’s and Kindles are allowed § Sexting/Social Media

Focus Group Action Plan Areas Teacher support for creating and maintaining effective learning environments § More support classes for students with extra needs § Professional development around classroom management

(training and coaching) § Removal ASAP to work study room if disrupting continues § Counselors meet with teachers of the few kids who are on

our radar to share information and prevention strategies § Minimize use of the “teacher buddy” system. No way to track

this daily. § Utilize parent volunteers for more small group instruction,

PBL, campus supervision, office help, library help

Focus Group Action Plan Areas Teacher support for creating and maintaining effective learning environments §  80/20 proactive/reactive approach to behavior management §  Implement positive reinforcement/reward for good behavior as well:

quarterly community building celebrations (an add-on not a take-away). Ask PTO to help plan and staff

§  Adults assigned to reach out to target students daily for a positive contact

§ Counselor help in classrooms when needed with difficult students. More counseling groups as needed for students in transition (divorce, grief, other)

§ More SRO presence if possible

Focus Group Action Plan Areas Parent Involvement for School/Community Support § SRO comes to opening activities at school, and involved in

assemblies etc. § Parents involved with lunch clubs. § Parent volunteers to help supervise lunch recess § Parent volunteers in classroom § PTA sponsorship of teacher stipends for teachers willing to run

lunchtime “clubs”, e.g., garden club, magic club, etc. § PTA-sponsored parent-teacher “listening sessions” every 2nd

month at Hall, to surface and address issues parents can help with on a proactive basis

Other Procedures and Protocols

§ Attendance § Tardies § Appointments § No off campus lunches § No sports equipment at school ( e.g.Lacrosse

sticks) § Skateboard rules § Dress Code, dress code, dress code

§ It Takes a Village ….community responsibilities.

Timelines and Next Steps § Focus Group June 13 and prioritizes actions to bring to full

staff § Full staff meetings in August to reach agreement on new

strategies (Aug 10, 11, 12) § Full staff Classroom Management Training prior to school

start (Aug 10) § Handbook revision (summer) § Expectations and Matrix published (early August) § Communicate with parents (early August) and signs offs on

Rules and Consequences § Class schedules released contingent on parent/student sign

off and Info Snap Update § First Day Expectations and Visible Adult Presence/Welcome

Accountability § Surveys (SSC Climate Fall, Climate Spring and

include staff/students/parents) § Data on discipline from Student Information

System (as per SPSA – reducing bullying and reducing classroom disruptions )

§ Bright Bytes Data improve Student Digital Citizenship

§ Other staff generated metrics

Q & A