Compliance of
Special Education
Laws and related
Mandates
Data Driven Discipline
Act 833(HB 1015) of 2014
Dr. Sherlyn Ezell Powell
University of Louisiana (ULM)
EDCARE
Purpose of Presentation
To provide guidance to school-building level
administrators regarding process, compliance
and accountability related to special education,
discipline, and other mandated regulationsData Driven Discipline
Act 136 RS 17:252 (D)
Discuss Act 833(HB 1015) of 2014
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Ensuring & Sustaining Safe, Supportive &
Successful Classrooms = ACT 136
– The school master plans required of city, parish, and
other local public school boards by this Section shall
make provision for pre-service and ongoing grade
appropriate classroom management training for
teachers, principals, and other appropriate school
personnel regarding positive behavioral supports and
reinforcement, conflict resolution, mediation, cultural
competence, restorative practices, guidance and
discipline, and adolescent development.
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2010-11 State-Wide Instances of
Removal from Classroom
Type of Removal
Total Removed
In-School Suspension
83,707
(unduplicated count)
Out-School Suspension
69,066
(unduplicated count)
In-School Expulsion
4,800
Out-School Expulsion
1,680
TOTAL
159,253
When applying just 6.5 hours (1 missed school day
excluding 30 min for lunch) for each instance, it totals
1,035,145 hours removed from regular/assigned
classroom.
•
Louisiana Department of Education
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Evidence about the Effects of
Suspension and Expulsion
• There is little scientific research to show that zero-tolerance or
other “get-tough” measures are effective in reducing school
violence or increasing school safety.
• Several studies have found negative outcomes following
suspension and expulsion, such as delinquency, substance abuse
and school dropout
• The three student discipline issues most frequently rated as
serious or moderate problems by principals at elementary and
secondary level schools were tardiness, absenteeism, and
physical violence
– Suspension and Expulsion At-A-Glance, Institute for Democracy, Education and Access (2003)
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The Challenge…
• Translating Act 136 requirements
into training material that not only
defines the requirements but is
also structured so that it is relevant,
reasonable and realistic for
educators..
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The Solution…
• Relevant, Realistic & Reasonable
– Applying Requirements and Context into a 3Tiered Intervention Model for the Classroom
– 3-Tiered Model is familiar to Educators and
compliments RTI and PBIS models that may be
already in place
– Step-by-step structure that takes the guess work
out of determining intervention next steps
– Strategies and activities built in that teachers can
also easily incorporate into the classroom.
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Whole Class
Group of
Students
Individual
Student
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Educator Expectations
Student Expectations
Stages of Development
Relevant Rules
Routine & Procedures
Classroom Arrangement
Reinforcement
Consequences
Building Rapport
Cultural Competency
Engaging Instruction
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Background: Traditional Disc.
Low-Level Correction Strategies
Logical Consequences
Peer Mediation
Restorative Justice
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A-B-C’s of Behavior
Writing a Behavior Plan
Implementing Behavior Plan
Analyzing Behavior Plan
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MODULE 1
Knowing the “Players”
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Educator Expectations
Student Expectations
Stages of Development
Relevant Rules
Routine & Procedures
Classroom Arrangement
Reinforcement
Consequences
Building Rapport
Cultural Competency
Engaging Instruction
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Background: Traditional Disc.
Low-Level Correction Strategies
Logical Consequences
Peer Mediation
Restorative Justice
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A-B-C’s of Behavior
Writing a Behavior Plan
Implementing Behavior Plan
Analyzing Behavior Plan
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MODULE 2
Preparing to Learn
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Educator Expectations
Student Expectations
Stages of Development
Relevant Rules
Routine & Procedures
Classroom Arrangement
Reinforcement
Consequences
Building Rapport
Cultural Competency
Engaging Instruction
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•
Background: Traditional Disc.
Low-Level Correction Strategies
Logical Consequences
Peer Mediation
Restorative Justice
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•
•
•
A-B-C’s of Behavior
Writing a Behavior Plan
Implementing Behavior Plan
Analyzing Behavior Plan
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MODULE 3
Maintaining a S.S.S.C
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Educator Expectations
Student Expectations
Stages of Development
Relevant Rules
Routine & Procedures
Classroom Arrangement
Reinforcement
Consequences
Building Rapport
Cultural Competency
Engaging Instruction
•
•
•
•
•
Background: Traditional Disc.
Low-Level Correction Strategies
Logical Consequences
Peer Mediation
Restorative Justice
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•
•
•
A-B-C’s of Behavior
Writing a Behavior Plan
Implementing Behavior Plan
Analyzing Behavior Plan
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MODULE 4
Intervening Low-Level
Problem Behavior
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Educator Expectations
Student Expectations
Stages of Development
Relevant Rules
Routine & Procedures
Classroom Arrangement
Reinforcement
Consequences
Building Rapport
Cultural Competency
Engaging Instruction
•
•
•
•
•
Background: Traditional Disc.
Low-Level Correction Strategies
Logical Consequences
Peer Mediation
Restorative Justice
•
•
•
•
A-B-C’s of Behavior
Writing a Behavior Plan
Implementing Behavior Plan
Analyzing Behavior Plan
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MODULE 5
Individual Intervention
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Educator Expectations
Student Expectations
Stages of Development
Relevant Rules
Routine & Procedures
Classroom Arrangement
Reinforcement
Consequences
Building Rapport
Cultural Competency
Engaging Instruction
•
•
•
•
•
Background: Traditional Disc.
Low-Level Correction Strategies
Logical Consequences
Peer Mediation
Restorative Justice
•
•
•
•
A-B-C’s of Behavior
Writing a Behavior Plan
Implementing Behavior Plan
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Analyzing Behavior Plan
The Big Picture
SUCCESSFUL
– Academic Learning Outcomes
– Social & Emotional Learning Outcomes
Both sets of learning outcomes are interrelated and require systems of intervention
and support.
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Qualities of Good Students
• Be eager to learn
• Work hard
• Take pride in their work
• Be organized
• Be prepared
• Be willing to learn from mistakes
• Be honest
• Attend class unless there’s a good
excuse
• Respect the teacher
• Respect other students
• Obey class and school rules
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How Do We Balance?????
• Various Social Stage of
Development
• Unresolved feelings of
inadequacy and inferiority among
peers, can have serious problems
in terms of competence & selfesteem
• Most significant relationship is
with school & neighborhood
• Struggle to discover & find his or
her own identity
• “Fitting-in”
• Developing a sense of morality
and right from wrong
• Withdraw from responsibilities
• Unsuccessful with this stage tend
to experience role confusion &
• Be eager to learn
• Work Hard
• Take Pride in their work
• Be organized
• Be prepared
• Be willing to learn from
mistakes
• Be honest
• Attend class unless there is a
good excuse
• Respect the teacher
• Respect other students
• Obey class and school rules
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Is it Nature?
Is it Nurture?
You cannot separate the two…however, which
one do YOU have influence over and how can
you have influence over it?
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How Can We Nurture?
• All individuals are motivated by needs. Dr. William
Glasser identifies four basic psychological needs that
motivate behavior:
– Belonging: Fulfilled by loving, sharing, and cooperating with
others.
– Power: Fulfilled by achieving, accomplishing, and being
recognized and respected.
– Freedom: Fulfilled by making choices.
– Fun: Fulfilled by laughing and playing.
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Background:
School-Wide PBIS
• School-Wide Expectations and rules taught in
settings during first week of school
• School-Wide Reinforcement System in use
• Minor/Major problem behavior defined
• Leveled system for dealing with minor/major
problem in use
However……….
• For effective teaching & learning to take place, these
elements need to be used in the classroom!
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Classroom Management =
Teacher Self-Management
• Understand the nature of the “grand delusion” that
you are going to “manage” or “control” how someone
else acts.
• However, what we do (how we act) in the classroom
does directly influence how our students act.
• A more accurate description of what effective
classroom management requires is “teacher selfmanagement of instructional practices in group
settings”.
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Breaking it Down….
• Expectations
– Think of Expectations like a Mission Statement ,
the overall purpose.
• Rules & Routines
– Think of rules & routines like a Vision Statement,
vivid descriptions of how we will carry out the
Mission.
• Social Skills
– The specific skills we need to have to carry out
those descriptions and ultimately fulfill the
Mission.
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Example of Expectations
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What Does Pride Look Like in
the Classroom?
EXPECTATIONS
PREPARED
RESPECTFUL
INTEGRITY
DETERMINED
EXCELLENT
CLASSROOM RULES
•Have pen, pencil, binder & A.R. book everyday
•“ELVIS” is in the building
•Uniform & ID worn appropriately
•Follow classroom routines
•Stay clear of JUNK-YARD Behavior!
•Be HOT! (Here on Time)
• KEEP YOUR HEAD..Stay out of the JUNK-YARD!
•Complete assignments
•Meet Deadlines
•Ask for help if I don’t understand
•When I do P, R, I & D!
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Social Skills
• Explicit teaching of classroom rules can be
more challenging than teaching rules for other
settings because so much of what goes in the
classroom is based on interaction with teacher
to students and peers to peers. However it is
an ESSENTIAL ELEMENT ! DON’T ASSUME!
– Respect others comments, opinions & ideas
– Say please & thank-you
– Mind YOUR business
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Rule to Social Skill
• KEEP YOUR HEAD and stay clear of JUNKYARD Behavior!
– Eye-rolling
– Talking back
– Pressuring others
– Teasing
– Mind Your Own Business
• What are some social skills lessons that could
be created?
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How Do I Decide?
• As a grade level or on your own:
– Gather previous year discipline data of students you will
be teaching this school year.
– Using the data, grade level teachers determine which
social skills to target and then translate those skills into
rules but let student have input too!
– For older students, strongly encouraged to share the
data and allow them to make recommendations as to
what the rules should include. Most times, they will
come up with the same rules.
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Explicit Teaching is
Essential!
• Repetition and rehearsal are the keys to
learning new skills
– For a child to learn something new, it needs to be
repeated an average of 8 times
– For a child to unlearn an old behavior and replace
with a new behavior, the new behavior must be
repeated and average of 28 times (Harry Wong)
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Explicit Teaching is
Essential!
• We can no longer assume that students know the
rules/expectations and appropriate ways to behave
• We can no longer assume that all students will learn
appropriate behaviors quickly and effectively without
consistent modeling/practice
• We MUST assume that students will require different
curricula, instructional modalities, etc. to learn appropriate
behavior
• We MUST assume that we need to teach appropriate
behaviors/expectations and rules as effectively as we teach
academic skills
– Louisiana School-Wide Positive Behavior Support Team Training, 2007-2008 (53)
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What Happens When We Don’t
Plan to Teach Appropriate
Behavior?
• The absence of a plan for teaching desired behaviors
may lead to:
– Inconsistent administration of consequences
– Exclusionary practices that encourage further misbehavior
through escape
– Disproportionate amounts of staff time and attention to
inappropriate behaviors
– Miscommunication among staff, students and parents
– Over reliance on punishment of problem behaviors
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“Whereas interventions that foster pro-social
behaviors in the classroom frequently lead to
improvements in academic performance,
interventions designed to improve academic
achievement do not show corresponding
increases in pro-social classroom behaviors.
In essence, this means that educators that
respond to mandates of high-stakes testing by
stressing content drills in the classroom are
missing an important opportunity to promote
academic success”
(Cobb, 1972; Cobb & Hops, 1973; Coie & Krehbiel, 1984; Hops & Cobb, 1974;
Wentzel, 1993)
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Defining Consequences
• School-wide PBIS process is that each
school identify and then specifically
define minor & major problem
behaviors.
• Minor = handled in classroom
– Talking out
– Chewing gum
– Inappropriate uniform/no ID
• Major = handled in office
– Fighting
– Extreme Classroom Disruption
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System for Addressing
Minor/Major
• Another element of School-wide PBIS is
that schools develop a system for dealing
with minor & major behaviors – “The 3
Strike Policy”
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No
Yes
Is the
Incident Major?
1st Offense
Verbal Feedback & Re-teach
Clarify Consequences
2nd Offense
Complete Tracking Form
Intervention & Consequence
3rd Offense
Complete Tracking Form
Intervention & Consequence
Contact Parent
4th Offense (within 3 weeks)
Follow Referral Procedure
Write Referral
Attach all applicable
minor incident forms.
Send student with referral
to Room 145
Behavior
Ceases
Administration will follow-up
with course of action
and/or consequences
Reinforce
Appropriate
Behavior
1.
2.
Parent contacted (1 day)
Teacher provided
administrative action (1 day)
3. Incident recorded in
data management system (2 days)
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The Minor Infraction Myth
• A minor infraction form is not a “classroom
referral”.
• A minor infraction form is a way to document
information essential to determining trends
– Behavior triggers (environmental factors)
– Motivation for inappropriate behavior (functional
factors)
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• See School Master Plan with ACT 136
spefications
• See articles on drop out rates of general
education students and special education
teachers.
• See memo from USDE on RTI not being a
reason to deny IDEA evaluation.
• See clarification of memo.
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