Behavioral Structures
Response to Staff Survey
Why?
Statement 1 - After an incident, students are retaught, asked to reflect, and guided toward restitution, in addition to receiving a consequence
Restorative Questions
Restorative Questions I - To respond to challenging behavior
- What happened?
- What were you thinking of at the time?
- What have you thought about since?
- Who has been affected by what you have done? In what way?
- What do you think you need to do to make things right?
Restorative Questions II - To help those harmed by others' actions
- What did you think when you realized what had happened?
- What impact has this incident had on you and others?
- What has been the hardest thing for you?
- What do you think needs to happen to make things right?
Statement 3 - Behavioral deficits are viewed in the same manner as reading deficits - students lack skills and require supplemental supports
This is an area of struggle for us. The School Leadership Team will work to gain clarity on this. Do staff really believe that behavioral deficits can't be fixed as reading deficits can be or is this a matter of staff stating that because supplemental supports are not in place at Sipley that they feel this way? Do 33% of staff really believe that behavioral deficits are not viewed in the same manner as reading deficits? What can we do as a staff to growth this, if individuals do not believe behavioral deficits should be viewed in the same manner as reading deficits?
Statement 2 - My colleagues and I teach and reteach behavior as we do academics
Statement 4 - As a school, we have systems in place that support student behavior as we do academics?
When students come to use with some sort of trauma and present behavioral deficits, what support is best for the child? I am referring to the student whose mother and father were incarcerated at the same time, a child who lost a sibling at a young age, and a child who is exposed to violence. The first thought is, to what degree is a school social worker involved with this particular child? We have to determine if such trauma has an academic impact on the child. Does such trauma prevent the child from learning? Do behaviors related to such trauma impact the ability of others to learn? If so, a social worker can work with the child, but only with permission from a guardian, which isn't always given. If social work support is granted by the guardian, social work support is geared to navigating the child's learning at school. This may involve some pull-out support, but a vast majority of social work support is given in the classroom, to help the child act in ways that are taught and retaught in the social work office. You then ask who is dealing with the specific trauma? The school social work focuses on the school setting. Outside resources help a student and their family deal with such major trauma as they are specifically trained to counsel loss, abuse, etc. The school social worker can offer such resources to parents/guardians.
When a teacher needs support for a child (behaviorally or academically), they can request a TAT through our Instructional Coach. When the request is made, the teacher is the one who chooses the attendees at that meeting. They can choose colleagues, the school social worker, an LBS, etc. If support works, excellent. If not, the TAT reconvenes. Anyone can contact the principal to arrange an SST meeting to explore more formal options that may be best for a student. When a teacher wants support from the D68 Behavioral Coach, they can contact the principal to arrange that. We do not have specific pull-out supports for behavior, beyond that which come from the school social worker.
This may be the specific area that we need to focus on. What can we do with the supports that we have available to us? This is where teacher efficacy comes in. I will put structures in place that will allow us to find an answer to this question.
Statement 6 - Staff understand and utilize the steps to provide students with more intensive behavioral supports.
Here is an example of a flowchart for Tier 1, Tier 2 and Tier 3 Behavioral Interventions Protocol
See Individual Student Status Report
See Goal Setting Forms
Student Support Team - What Have They Been Doing?
Twelve new students were brought to SST, of which, four were found eligible, one was not found eligible, and seven are pending. 4% of our student body was evaluated.
Twelve students were reevaluated this year as part of their three year evaluation and one was dismissed.
14% of students attending our school have an IEP. Here are the numbers by grades:
Kdg - 8%
1st - 17%
2nd - 12%
3rd - 18%
4th - 8%
5th - 19%
6th - 17%
Total - 14%