“
The Power of
Progressive Discipline
”
JANUARY 12, 2016
Division of Educational Opportunity and Access
Miami-Dade County Public Schools
School Operations
Together we can develop
world class citizens!
Presenter(s):
2015-2016
Code of Student
Conduct
District/School Operations
School Board Policy 5500 – Code of
Student Conduct
Mr. Luis E. Diaz,
Administrative Director
Ms. Chantal Osborne,
Executive Director
Code of Student Conduct: Overview
The Code of Student Conduct (COSC) is designed
to promote and maintain a safe learning
environment free from disruptions that interfere with
teaching and learning activities.
Model Student Behavior
Code of Student Conduct Behaviors & Corrective
Strategies
Student Rights & Responsibilities
Vital Alerts
Formal Corrective Strategies
Multi-Tiered System Supports (MTSS) Behavior
Intervention Guide
Glossary
Parents/guardians can download the COSC, access
SPOTsuccess, obtain useful student and school District
information by creating a parent account needed for
Parent Portal Access. You can also obtain a copy of the
new COSC from your child’s school.
All parents/guardians are invited to establish a Parent
Portal account. To create a new account:
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Logon to http://www2.dadeschools.net/index.htm
Click Parents
Click Login to portal
Follow directions on screen
Students, parents, and school employees are
encouraged to read the Code of Student Conduct and
become familiar with its content.
Please ask your child’s teacher, a school counselor or an
administrator, if you have questions about accessing
any of the features on the portal,
CORE VALUES
Citizenship
Cooperation
Fairness
Honesty
Integrity
Kindness
Pursuit of Excellence
Respect
Responsibility
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SPOTsuccess recognition
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Outdoor class
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Certificate/trophy/ribbon/ plaque/medals
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Recognition from a local newspaper, media or
politician
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Class Field Trip
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Recognition during morning announcements
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Positive phone call to parent(s) / guardian(s)
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Model Student-of-the-Month – display
photograph in an appropriate location
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Praise for good behavior
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A reward (gift certificate, free admission to a
school function)
Recognition by the “Do the Right Thing”
program sponsored by the Miami-Dade Police
Department
Recognition from a local newspaper, media or
politician
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Note home to parents
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Pep Rally
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Appointed the class messenger
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Paperback books
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Eating with the teacher
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Prime Parking Spot
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Selecting prizes from a treasure box
Pencil toppers
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Recognition in School Newspaper
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Gift Certificate (local merchants)
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Free Pass to Sporting Event or play
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Coupon for prizes and privileges or surprise
gift bag with school supplies
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Stars, smiley faces or stickers
Paperback books
Leading of class line to lunch or recess
Please note the
considerations
for ESE Students.
Right to Learn
Knowledge & Observation of Rules of Conduct
Respect for Persons & Property
Participation in School Programs, Student Government and Activities
Counseling Services
Student Records
Attendance
Grades
Marriage, Pregnancy & Parenthood
Free Speech, Expression & Assembly
Publications
Search & Seizure
Complaint Procedures
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Zero Tolerance Policy
Off-Campus Felony Offenses
Implication for Certain Sex Offenses
Wireless Communication Devices
Utilization of the Internet and Inappropriate Use of
Computers
Corporal Punishment
Individuals with Disabilities in Education Act (IDEA):
Students with a 504 Plan
Procedures for Implementing the 45-School Day
Alternative Placement Rule for Students with
Disabilities
District Policy Against Bullying & Harassment
District Dress Code Policy
Sexting
Use of Medication
Temporary Removal from Class
Permanent Removal from Class
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Suspension/Assignment to School Center for
Special Instruction (SCSI)
Assignment to an Alternative Intervention
Counseling Center
Peer Mediation
Other Alternatives
Denial of Bus Privileges
Denial of Privilege of Participating in Social and/or
extra-curricular activities
Outdoor Suspension
Diversion Center
Alternative Education Program
Expulsion
Work Back Program in lieu of Expulsion
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Allow the Student a 'Cool-Down'
Break
Avoid engaging in Arguments
Keep Responses Calm, Brief, and
Businesslike
Listen Actively to Student Grievances
Relax Before Responding
Offer the Student a Face-Saving Out
Project Calmness When Approaching
an Escalating Student
Proactively Interrupt the Student’s
Anger
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Early in the Escalation Cycle
State Directives as Two-Part
Choice Statements
Use ‘Soft’ Reprimands
Validate the Student’s Emotion by
Acknowledging It
Avoid Grab Things from Students
Avoid Taking Contraband by
Force
Avoid Fleeing Students
SCHOOL WIDE STRATEGIES & INTERVENTIONS TO PROMOTE MODEL
BEHAVIOR
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Ask Open-Ended Questions When
Inquiring about Behavior.
Assign a Reflective ‘Processing’
Essay After Incidents.
Emphasize the Positive in Teacher
Requests.
Expand the Range of Classroom
Behavior Interventions.
Give Praise That is Specifically
Encourages Appropriate Behavior.
Give Problem Students Frequent
Positive Attention.
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Increase 'Reinforcement' Quality of the
Classroom.
Reward Alternative (Positive) Behaviors.
State Teacher Directives as Two-Part
Choice Statements.
Use a ‘Buddy Teacher’ for Brief Student
Breaks.
Use Non-Verbal and Para-Verbal
Behaviors to Defuse Potential
Confrontations.
Modifying the Environmental Conditions
so that Problem Behavior is Less.
Relevant and Occurs Less Frequently.
SCHOOL WIDE STRATEGIES & INTERVENTIONS TO PROMOTE MODEL
BEHAVIOR
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Teach appropriate skills to replace the problem behavior so that the
new skills are more efficient than the problem behavior in getting a
desired outcome.
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Reinforcing the new appropriate skill so that it will be repeated.
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Avoid physically Blocking Exits.
SCHOOL WIDE STRATEGIES & INTERVENTIONS TO PROMOTE
MODEL BEHAVIOR
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Show Unconditional Care, Respect,
and Support.
Involve Student in Decision Making
Process.
Involve Families Members to Assist
with Problem Behaviors.
Gives Students Opportunity to
Explain Their Side of the Story.
Emphasize Responsibility for One’s
Own Actions.
Be Calm, Firm, and Fair.
Utilize Parent/Guardian Contracts as
Avoid Demeaning Students.
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Try Bringing Resolution to the Problem
Before Giving a Consequence,
Punishment, Sanction, etc.
Never Give a Sanction without
Addressing the Incident.
Get Student to Recognize the
Inappropriate Behavior and Solicit Their
Input of How They Could Have Avoided
the Situation.
Engage the Student in the Resolution.
Use a Colleague that Have a
Relationship with the Student to
Address Inappropriate Behavior.
Code of Student
Conduct
Violent Acts Against Persons
Homicide
Sexual Battery
Robbery
Battery
Kidnapping
Physical Attack
Property
Breaking & Entering/Burglary
Larceny/Theft
Arson
Vandalism
Alcohol, Tobacco & Drugs
Drug Use/Possession
Drug Sales
Alcohol
Tobacco 
Harassment
Threat/Intimidation
Sexual Harassment 
Bullying 
Harassment 
Sexual Assault
Hazing
Other Non-Violent
Sex Offenses
Trespassing
Other Major Offenses
Not Categorized
Fighting 
Disruption On Campus
Weapons Possession
Cheat Sheet is available on
our website:
www.deoa.dadeschools.net
School Center for
Special Instruction
(SCSI)
Presenter:
Mrs. Deborah Montilla,
Executive Director
The solution to adult
problems tomorrow
depends on large
measure upon how our
children grow up today.”
- Margaret Mead
“You can’t teach what
you can’t manage”
- Walter Hall
Developing School Approaches to Address the 10% of Students
who Require 50-90% of School Personnel Time and Resources
Using the Public Health Model
Education
Medicine
MultiDisciplinary
Focus
Community
Sector
Juvenile
Justice
Social
Services
Law
Enforcement
Multi-Tiered Systems of Support (MTSS)
Defined
A Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of
schooling that uses data-based, problem-solving to integrate academic and behavioral instruction,
intervention, and supports. reflecting the need for all students to have fluid access to instruction of
varying intensity levels.
The integrated instruction and intervention is delivered to students in varying intensities based on student
needs. The three tiers are not, conversely, used to describe categories of students or specific instructional
programs.
M-DCPS Multi-Tier System of Support
Tier 1: Core Prevention Activities
 Values Matter
 Prevention Curriculum
Bullying Prevention Curriculum
Child Abuse Prevention
Curriculum
Sexting Prevention Curriculum
Teen Dating Violence Curriculum
Transition Curriculum
TRUST Curriculum
 Awareness Campaigns
Red Ribbon Drug Abuse
Blue Ribbon Child Abuse
Homeless Awareness Campaign
 Developmental Counseling
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Tier 2: Strategic Interventions
Individual, family and group
counseling
Creating Community Change: Youth
Engagement Program
School Center for Special Instruction
Secondary Student Success Centers
Student Success Centers
Tier 3: Intensive, Individual
Interventions
Alternative Education Schools
Educational Alternative
Outreach Programs
Pathways Program
One-Stop Educational and
Community Service Center
School Center for Special Instruction
Evidence-Based Strategies
Small Learning
Environment
Structured and
Supportive
Environment
Trained Staff
Opportunities to
Reflect on
Behavior and
Learn New Skills
School and
Community
Support
Core Values
Review- The New Picture of SCSI
2015-2016 School
Implementation Model
Role of the SCSI Coordinator
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Serve as liaison to administration, faculty,
and staff
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Maintain communication with
parent/guardian
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Serve as lead for school-wide discipline
plan
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Develop healthy and caring relationship
with students
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Promote the development of prosocial
skills in all students
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Maintain a structured but supportive
learning environment
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Identify existing resources in school and
community
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Monitor student data and progress
Program Checklist
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Appropriate Facility-Computer
Access-Desks/TablesResource/Classroom Library
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Curriculum needs
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Signing in and out Relationship
at the school site
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Role of SCSI Coordinator
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Schedule for Support
Professionals
Flow of the Day
• Morning Reflections
• Core Values
• Student
Work/Research/Technology
Programs/Counseling
• Group Activities/Peer Reflections
• Student
Work/Research/Technology
Programs/Counseling
• End of day reflections
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Reaching into Your Bag of Tricks
Buzzwords
Re-runs
Social Emotional Learning
Soft Skills
Self/Emotional Regulation
Early Warning Indicators
Emotional Intelligence
Alternative Thinking Strategies
Values Clarification
Progressive Discipline
Maladies & Remedies
Personal Improvement Plans
Classroom Behavior Management Plan
• Morning Message-Reflection
• Model Expected Behavior
• Set and Practice the Expectations
• Focus on Ideal Behaviors not Bad Behaviors
• Behavior Management Chart
• Behavior Modification Strategies
• Traffic Light
• Parent-Teacher Communication
• Positive Rewards-Incentives
Discipline Techniques
• “Search for the Source” of Misbehavior
• “Choose the Battles” Avoid Power Struggles
• “Pay Positive Attention”
• “Stay Calm and Carry On”
• “Who Has Your Back”
Use what you already have
M-DCPS
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Counselors
Social Workers
Success Coaches
PBS Coaches
Security Monitors
BMTs
School Police
CBOs
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City Year
Big Brothers, Big Sisters
Cities in Schools
Switchboard of Miami
Hope for Miami
AGAPE
NVPUSA-Non-Violence Project
Fatherhood Task Force
MDC-VIP
Chrysalis Health
Elementary……….
 To a great mind, nothing is little.
 The little things are infinitely the most
important.
 It is better to learn wisdom late, than never
to learn it at all.
 Education never ends Watson, it is a series
of lessons with the greatest for the last.
Best Practices
Ms. Ana C. Hernandez
S.C.S.I. Instructor
Bowman Ashe/Doolin K-8 Academy
Ms. Lisette Vazquez-Rios, Principal
The Middle…………..
The Middle is an American sitcom about a
working-class family living in Indiana and
facing the day-to-day struggles of home
life, work, and raising children. The daily
mishaps of a married woman and her semidysfunctional family and their attempts to
survive ...
Best Practices
Mr. Israel Rodriguez
S.C.S.I. Instructor
Lamar Louise Curry Middle School
Ms. Jean-Rachelle Baril, Principal
High School Stories………..
Take an inside look at the outrageous
antics of high school students all across
the country. These stories are true-to-life
reenactments of actual high school
scandals, pranks and controversies
starring the troublemakers and class
clowns that made it all happen.
Best Practices
Mr. Alejandro Armenteros
S.C.S.I. Instructor
Hialeah Miami Lakes Senior High
Mr. Eric Acosta, Principal
Summing Up Discipline with The Breakfast
Club
Thumbs Up or Thumbs Down?
What Really Had an Effect on
Behavior?
• Strict No-Talking Detention
• Talking Down to Students
• Stereotyping
• Reflective Writing Assignment
• Individual/Group Discussions
The Nuts and Bolts
of Expulsion
Presenter:
Ms. Karen Boyce,
Director
Purpose-Setting
Mr. Luis E. Diaz,
Administrative DirectorSchool Operations
Legal Definition of Expulsion
Expulsion is defined as the removal of the right
and obligation of a student to attend a public
school under conditions set by the School
Board, and for a period of time not to exceed
the remainder of the term or school year and
one additional year of attendance
Please note: M-DCPS does NOT expel without educational services.
Criteria
Question: How do I determine if a student fits the criteria for Expulsion/Administrative
Assignment?
 Has the student committed an off campus felonious act that may have an
adverse impact on the educational program, discipline or welfare of the
school?
 Has the student committed a level III, IV or V violation of the Code of Student
Conduct?
 Has the student failed to respond to interventions for
the Code of Student Conduct?
repeated infractions of
“The Process”
1.
Incident takes place at a school
2.
You will notify me (email/phone call) to me.
3.
You will receive an email from me (insert picture)
What are the procedures for completing a
successful request for expulsion/administrative
assignment?
1. Was a SCM entered into Student Case Management System?
2. Was the appropriate expulsion code(e.g.: R4, E5, etc.) attached to the
SCM?
3. Was the DEOA contacted via email regarding your Pathways request?
4. Was an SST held?
5. Was the BIP developed and entered in Student Case Management
System using the BI code?
6. If the student is ESE, was a Manifestation Determination meeting
scheduled with representatives from the SPED office and DEOA?
7. Was Truancy addressed in ISIS?
8. Was the DEOA office contacted for additional clarity when needed?
Pathways
Students that normally would have received a
10-day outdoor suspension during the expulsion
process will now be temporarily assigned by the
Division of Educational Opportunity and Access
(DEOA) to one of the Pathways locations.
This assignment is provided during the transitional
period of the expulsion request.
Pathways
Based on approval by the Division of Educational Opportunity and Access
(DEOA), students referred to Pathways will receive temporary assignment at
described sites above.
Criteria:
Ø Students in grades 6 thru 12 who have committed a Level III, IV or V infraction
as described in the Code of Student Conduct and are being recommended
for expulsion.
Ø Prior to submission, please contact the Division of Educational Opportunity and
Access at alted@dadeschhools.net
*Informal Hearing*
Pathways locations:
Ø Jan Mann Opportunity School
Ø Miami Mac Arthur South
What are the different types of
assignments you can request?
0 Non-Disciplinary: The referral is initiated by the student’s home school or parent.
The
student may be withdrawn from the alternative site whenever the parent wishes.
0 Administrative: The referral is initiated by the school. the student must successfully complete
a minimum of 9 weeks
0 Off-Campus Felony: Student commits an off campus felonious act which
has an adverse
impact on the school campus. student remains at the alternative site until his case has
been adjudicated.
0 Reciprocal :Expulsions from other counties/states are reviewed and honored by MDCPS
District Review Process
0 Expulsion
0 Administrative in lieu of expulsion: Student is assigned to an alternative education
site for a grading period
0 Workback: Complete a minimum of 2-6 grading periods, depending on the level of
behavior listed in the Student Code of Conduct and the signed Workback
contract.
0 Max by Law: The student is expelled for the maximum time allowed by law - ·
Complete the present school year and all of the following school year.
Special Considerations
for
ESE Students
Things to consider:
 Is the behavior in question addressed on the student’s IEP? Is it a manifestation of
the student’s disability?
 Has the student’s BIP/IEP been implemented with fidelity?
Student cannot be assigned without a staffing with staffing specialists from the
Division of Educational Opportunity and Access and the SPED Center in attendance.
 Was the student recently placed in a special education program?
***Please note: If the general education student is in the process of being evaluated
for exceptional student education the request for expulsion may not be processed.
Contacts for Support
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North: Valli Weaver
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South: Ileana Vazquez
*There are A LOT of procedural guidelines involved
with this process as a best practice contact the
above personnel.*
Inputting Referral Action Codes
SCENARIOS
Two eleventh grade male students got into a major fight
during lunch over a female student. Both students had
bloody lacerations to their face and one student may
have a broken nose.
A 9th grade student is offering to sell other students some
“weed”. A student reported the activity to a school
administrator and stated that the student is showing other
students the drug. Student was brought to the office by
school official and school police.
SCENARIOS
A school administrator finds Laura, an 8th grader, sitting in
the stairwell. Laura tells the school administrator she does
not want to report to her 4th period Algebra 1 class
because it is boring.
DeSean, a 7th grader, who was coming to class late and
was becoming confrontational with his
teachers. DeSean’s recent confrontation involved a
verbal argument in class and dropped the “F bomb” on
his teacher and walked out of class.
SCENARIOS
Jake approaches Michael in the hallway ready to fight. A
crowd gathers and students become excited. Michael
throws his hands up and says, “What do you want to do?
We can go now or afterschool? Michael takes a stand
and begins cursing at Jake. Neither of the students threw
a punch, but security had to intervene.
Questions
Division of Educational
Opportunity and Access
1450 NE 2nd Avenue, Miami, Florida
Phone: 305-995-1270
Website: deoa.dadeschools.net
Mr. Luis E. Diaz, Administrative Director
Mrs. Deborah A. Montilla, Executive Director
Ms. Chantal G. Osborne, Executive Director
Ms. Karen Boyce, Director
Mrs. Michelle Ulysses-Grant, Instructional
Supervisor
Contact Us
Mr. Luis E. Diaz
Ms. Deborah A. Montilla
Ms. Chantal G. Osborne
Ms. Karen V. Boyce
Ms. Michelle Ulysses-Grant
Ms. Ana C. Hernandez
Mr. Israel Rodriguez
Mr. Alejandro Armenteros
ldiaz21@dadeschools.net
dmontilla@dadeschools.net
cosborne1@dadeschools.net
kboyce@dadeschools.net
mulysses@dadeschools.net
anahernandez@dadeschools.net
irodriguez5@dadeschools.net
AArmenteros@dadeschools.net
305-995-1270
305-995-1270
305-995-1868
305-995-1270
305-995-1270
305-386-6656
305-222-2775
305-823-1330
ext. 2314