Discipline Foundation Policy:

School-Wide Positive Behavior Support

Our Policy establishes a consistent School-Wide Positive Behavior Support framework for all schools to use in developing and/or refining a discipline plan that promotes a culture of discipline conducive to learning.

It communicates. . .
We are a District that fully embraces and implements research-based practices in instruction AND behavior.

Attendance
98% 97% 96% 95% 94% 93% 92%
2003-2004 2004-2005 2005-2006 2006-2007

API Growth
620 600 591 548 508 553 608

96.16% 96% 95% 96%

580 560 540 520 500 480 460 440 2003 2004 2005 2006 2007

Suspension
1400 1324 1165

What about Results?

1300 1200 1100 1000 900 800 700 600 500

1292

Berendo MS

686 49 '03-'04 '04-'05 '05-'06 '06-'07 '07-'08

Attendance
98% 97% 96% 95% 94% 93% 92% 91% 90%
2003-2004 2004-2005 2005-2006 2006-2007

API Growth
760

96% 95% 93%

96.50%

740 720 700 680 660 640 620 600 2003 2004 2005 656 672 714

744

749

2006

2007

Suspension

What about Results?

Reed MS

260 240 220 200 180 160 140 120 100

261 231 193

125 108 20032004 20042005 20052006 20062007 20072008

Results! Reduction of suspensions in MCD targeted and non-targeted schools

30% 25% 20% 15% 10% 5% 0%

30% 25% 20% 20% 15% 12% 11% 17% 12% 9% 7% 7%

2004-05 2005-06 2006-07

SWD: Targeted SWD: Nontargeted

GE: Targeted

GE: Nontargeted

Days of suspension by local district

$1,759,697 lost in ADA due to suspensions in 2006-07! $270,834 gained in ADA from the reduction of suspensions!
2006-07
LD 1 LD 2 LD 3 LD 4 LD 5 LD 6 LD 7 LD 8 5972 5534 9093 5468 6144 4684 8871 8883

2007-08
5352 5047 7927 4227 5328 2632 8176 7549

Difference from 06-07 to 07 08

-620 -487 -1166 -1241 -816 -2052 -695 -1334

Total

54,649

46,238

-8,411

L D
1

School

Suspension 06-07

Suspension 07-08

Attendance 05-06

Attendance 06-07

API 05

API 06

API 07

Vista MS San Fernando MS Webster Belmont HS Nightingale MS South Gate MS Bethune MS Fleming MS

182 109

79 48

93.18 93.19

95.41 94.46

533 583

554 577

575 597

218 266 185 725 263 277

193 62 96 103 267 190

92.64 87.49 95.57 94.17 91.88 93

93.32 85.39 96.30 95.77 92.68 94.29

603 537 617 592 537 674

613 520 626 602 549 668

628 524 627 632 570 691

Discipline Policy Implementation Timeline

Los Angeles Unified School District

Board Resolution Discipline May 05

LAUSD BEST Behavior Cal Stat grant Safe and Civil Schools starts in Local District 8

Multiple Task Force meetings held to gather input from multiple sources to develop the Discipline Foundation Policy

Classroom management training CHAMPS & Discipline in the Secondary Classroom (MCD)

MARCH LAUSD School Board Approves Policy

2005

2006

2007

Discipline Policy Implementation Timeline

Los Angeles Unified School District

MARCH LAUSD School Board Approves Policy

Central Implementation Committee formed On-going Weekly meetings

District-wide Implementation Task Force formed and begins meeting monthly

Discipline Policy Awareness Training developed and begins

JUNE Resource Manual is finalized, published, distribution begins as part of training and support
Available on http://disciplinepolicy.lausd.net

2007

Discipline Policy Implementation Timeline

Los Angeles Unified School District

JUNE Resource Manual is finalized, published, distribution begins as part of training and support

Discipline Policy is integrated into the revised Coordinated Health & Safe Schools Plan (Vol. 1)

Local District Implementation Teams formed

JULY Local District Implementation Teams attend full day training and planning session

Local District Implementation Teams develop and submit action plans to their LD Superintendent and Central Office

2007

Discipline Policy Implementation Timeline

Los Angeles Unified School District

Local District Implementation Teams develop and submit action plans to their LD Superintendent and Central Office

AUGUST Local District budgets are released based on approval of action plans

Local District Teams train school site Implementation Teams with support from the Central Office and Task Force

Discipline Policy Website developed

Continually updated with examples from schools, current research and materials

SEPTEMBER

P.A.T.H.S Quarterly Newsletter is Launched

Available on http://disciplinepolicy.lausd .net

2007

Discipline Policy Implementation Timeline

Los Angeles Unified School District

SEPTEMBER

P.A.T.H.S Quarterly Newsletter is Launched

Appointed Independent Auditor, Jeff Sprague Ph.D., from the Institute on Violence and Destructive Behavior

FEBRUARY Follow-up Training held for Local District Implementation Teams

APRIL
LAUSD Discipline Foundation Policy

MAY Task Force reviews year-todate progress

School-Wide Positive Behavior Support DVD (P.A.T.H.S) released

2007

2008

Expected Outcomes for 07 08

EVERY SCHOOL has identified an implementation team has designated an administrator to lead the implementation effort has reviewed their current discipline policy and aligned it to the Discipline Foundation Policy has completed the Team Implementation Checklist (TIC) and has submitted an action plan to the local district EVERY LOCAL DISTRICT has completed the training of school site implementation teams determines their stages of implementation and develops an action plan for the 08-09 school year.

The Eight Key Features of School-Wide Positive Behavior Support

1. Administrative Leadership and Support

2.Team-based Implementation

3. Behavioral Expectations Defined

MacArthur Park Primary Center

Murchison Elementary

Poly H.S. has four simple rules.

Be Safe. Be Responsible. Be Respectful. And Be on Time.

Vena Elementary
Four For Life. Are you ready for life?

Polytechnic High School

Wilmington Middle School

4. Behavior Expectations Taught

Sylmar Elementary

Walter Reed Middle School

Liechty Middle School

5. Acknowledge and Reinforce Appropriate Behavior

North Hollywood High School

El Dorado Elementary Van Nuys Elementary

6. Monitor and Correct Behavioral Errors

7. Data-based Decision Making

Each school team must complete the Team Implementation Checklist.

Additional surveys and information about data collection is available in the LAUSD Resource Manual

8. Family and Community Collaboration

School-Wide Positive Behavior Support For FAMILIES

Facilitate
* respectful relationships with children and school staff Accept * each other Maintain * open lines of communication Invest * in your childs future Learn * the rules at your school Involve * yourself in school activities Expect * success Support * all efforts of the team

1
remember the 4:1 rule

Welcome! Virgil Middle School

Virgil Middle School

May 13, 2008

Behavior Expectations

Mission Statement
The mission of Virgil Middle School is to educate and empower students to become socially responsible and successful members of society.

Why did we need a change?

Suspensions (600s) Lots of Referrals Limited Supervision Punitive Approach Little Progress Classroom Disruptions No Clear Expectations Lots of Physical Altercations

Part of the big picture

1. Belief Statement 2. School Vision 3. Strategic Plan 4. Discipline Foundation 5. Action Teams 6. Single Plan For Student Achievement (High Priority School Action Plan)

What steps did we take?

1. Administrative Team looked at data, identified the priority and developed a team. 2. Identified and taught behavior expectations school-wide (BEST) and classroom (CHAMPS). 3. Assemblies to teach and reward. 4. Looked at data regularly. 5. Shared results with students staff and community.

Teamwork Discipline
F. By June 2009, student behavior on campus will improve as measured by staff, community and student surveys. 1. Develop a comprehensive and coordinated student discipline plan with a system of consequences that respond to and deter inappropriate behavior and train staff and faculty to consistently and effectively implement it. 2. Staff will receive training and consistently implement CHAMPS program and utilize best practices in their instruction. 3. Identify students who regularly repeat inappropriate behavior, develop and implement a system of remediation that provides them with the skills, knowledge, and desires necessary to become successful members of the Virgil community.

Our Behavior Expectations

How did we communicate our expectations?

Professional Development Behavior Expectations Assemblies Homerooms Parent Newsletters Parent Meetings Teleparent Modeling Appropriate Behavior P.A. Posters

Organizational Changes
Teleparent New Behavior Expectations Plan Supervision Maps (Including passing period) On Line Referral COST and SST Palm Pilot (Seeker and Tracker) Classroom Management (CHAMPS) Professional Development Admin Classroom Observation (Pair) Counselors and Deans in Classrooms

Supervision Map

Alternatives to Suspensions
( all new programs within the last 18 months)

Behavior Expectations Assemblies (every 10 weeks) Diversity Class After School Detention (Students Escorted) Saturday Academic Program Peer Mentoring Professional Growth Class (LA Trade Tech) CA Cadet Corp Truancy Pre-Citation Tardy Software 7th Period Intervention Awards Assembly (every eight weeks)

Awards Assembly

Photograph removed because we dont have the permission to photograph forms at the central level.

How do we measure success?

Quality interventions Effective Supervision Teachers Comments Classroom Observations Academic Progress Clear Expectations Positive Approach All Data Driven Parent Input

Attendance Data
96 95.5 95 Attendance Rate 94.5 94 93.5 93 92.5 92 2004-2005 2005-2006 Year 2006-2007

94.65

94.66

94.85

Suspension Data

700 Number of Students 600 500 400 300 200 100 0

649

Num ber of Students Suspended 2004-2007

250 51
2004-2005 2005-2006 2006-2007

Suspension Data for Physical Altercations

Num ber of Physical Altercations 2004-2007 400 350 300 250 200 150 100 50 0 2004-2005

365 133 33
2005-2006 2006-2007

Number of Students

Challenges
Shift from Crisis Response to Violence Prevention, prevent behavior from escalating Build the capacity of staff to coach, train and support school ongoing adoption efforts and implementation Implement and maintain School-Wide Positive Behavior Support with consistency and fidelity so the system improves for students, staff and families. Organize around the complexities of large school implementation

Next Steps
Expand classroom management, developing on-line classroom management training Continue to work with local district implementation teams to recognize the successes of schools and provide support to schools based on data. Integrate our work in prevention

Ensure that professional development in classroom management and behavioral intervention is fully integrated into the Districts Professional Development Plan Common expectations Common practices Common language Clear understanding of rewards and consequences

The time is always right to do what is right. Martin Luther King Jr. . . . . It is how we use our lives that determines the kind of men we are. Ceasar Chavez