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Transition
Develop common behavioral strategies across the units through the PLC process

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Palm Valley
Analyze data
PD for staff on discipline matrix.

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Need: cultural responsiveness training and info on restorative practices

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Action Step: Develop consistent discipline policies.
Support: Culturally Relevant Training

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Accountability and feedback for teacher’s discipline plans.

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Next steps
Investigate restorative practices.

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1. Look at data
2. Create PSA for students on how to behave with various situations.

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1. We want more consistency with our current PBIS in the cafeteria staff and supervisors
2. Training on behavior and disabilities

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Explicit PD for teachers on discipline procedure... office versus classroom piece.

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Develop restorative practices with staff/parent input to implement across all grade levels

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R.B. Hunt: 1. During preplanning discuss awareness with staff. 2. We will continue to reach out to our MTSS/Rti team and we will visit the PBIS website. 

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R.B. Hunt: 1. During preplanning discuss awareness with staff. 2. We will continue to reach out to our MTSS/Rti team and we will visit the PBIS website. 

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We would like to revamp our PBIS system to be culturally sensitive and promote equity. We would like PD On culturally responsive PBIS implementation.

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The implementation of PBIS!
Support - Tier I explicit training for Social Emotional needs and behaviors.

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Create questions for regular data reports from available systems.

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Osceola Elementary
Increase consistency of reviewing discipline data for cultural implication and deciding on next steps.
Increase personal communications with family stakeholders and the community.

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WDH
Implememt the Harmony curriculum in all classrooms
Training and modeling by school counselor

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LPA- adopting the PBIS system and implementing training for staff

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LPA- adopting the PBIS system and implementing training for staff

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- provide staff with training in cultural biases and strategies to identify them.
-building discipline practices that result in equitable treatment between all parties.

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VRA: continue to review discipline data; training for preplanning.

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-School-wide behavior system implementation
-PBIS/conscious discipline training

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1. Implementation of PBIS framework
2. Conscious Discipline training for staff

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Action Step- cultural awareness activities
Training-Restorative Practice

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Action step - Increase staff awareness of their own biases & impact of those biases

Support/resource - Conscious discipline/restorative practices training

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Fruit Cove Middle
Action step:  Building awareness of our internal bias and students’ cultural background. Also, promoting discipline as an opportunity to teach or reteach expected behavior

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Action step ,,...implement social emotional curriculum in all grade levels

Curriculum to implement the action step step is needed.

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PCE: putting together a pbis school wide system in place with input from all stakeholders :)

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NHS

Analyze data for disproportionate discipline.

Specific training for social, emotional, and behavioral skills.

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Hickory Creek
Action - taking a closer look at our data
Support - train our teachers in awareness deficits

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Meet as a team-discuss relevant next steps with emphasis on awareness and the MTSS process.
PVHS

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We need to start with pulling and disaggregating our data.

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Look at data. Conscious discipline

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FCA
Next action step - streamline out data tracking
One support - support with RTI -B as needed

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504 training for teachers FCTC

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Back to school training for staff regarding PBIS and student assembly to include expectations for students while understanding learning histories and culture.
Equity & PBIS website

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Get together for a whole afternoon, review the data, and form expectations and how we will train our teachers to eliminate bias situations.

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Next step: cultural responsiveness implementation

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Discipline- allowing for differentiation based on the function of the behavior and the student’s developmental level

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Better transitioning of students to their home zoned schools

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Palm Valley
Hypothesis: understanding and  implementation of discipline  is inconsistent.  As a new school we need continued professional development in the implementation of discipline policies and procedures amongst all stakeholder groups.

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Our strength: regular review of data. Next step: review of disproportionality data by our individual school

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They way kids interact at home different than the way we want them to interact at school

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Inconsistent behavioral expectations and discipline procedures can lead to disproportionality; staff knowing what instructional pieces can be put into place to teach students desired behaviors.

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Fruit Cove
Be clear on discipline definitions and staff roles in addition to understanding a student’s development level.

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WDH
discipline - how to reframe Discipline as a teaching rather than punitive measure

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VRA: ongoing staff PD on PBIS/discipline (K-5, 6-8)

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Data systems, review of data, easy access to interventions, MTSS use of behavioral data.

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Discipline, involving stakeholders in developing discipline matrixes.

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Environment - The lack of attention to subgroups could lead to disproportionality. High magnitude disruptions could lead to disproportionality.
Discipline - Repeat offenders typically receive a stronger punishment, which can lead to disproportionality.

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Bringing cultural awareness to our students to improve our school culture

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R B Hunt: discipline: teachers need to learn how to recognize behavior problems and provide proactive solutions. Communication with parents need to be ongoing. 

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R B Hunt: discipline: teachers need to learn how to recognize behavior problems and provide proactive solutions. Communication with parents need to be ongoing. 

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Unclear behavioral expectations and policies that are open to interpretation

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SWES
Discipline: School team needs to develop consistent expectations for behaviors that will be classroom or office managed to ensure that students are disciplined equitably

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Revamping our PBIS system to reflect cultural variables

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Fruit Cove
Creating systemic routines to teach and reach students struggling with social emotional behaviors.

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Strong relationships give unique opportunities to create awareness which in turn increases academic achievement!

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Palm Valley: teachers lacking exposure to students coming to school with inconsistent in academics and language development leading to an increase in MTSS referrals for academic intervention and behavior.

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Working toward using more engaging lessons and strategies also
improving connections between school, faculty, and community.

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Hypothesis: faculty and students lack multi-cultural awareness which may lead to some insensitivity in comments and behaviors. 

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Hypothesis: faculty and students lack multi-cultural awareness which may lead to some insensitivity in comments and behaviors. 

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SWES
Increase staff's AWARENESS of understanding of generational poverty, values and biases in order to reduce disproportionality of student discipline and achievement.

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Hickory Creek
Awareness - helping teachers (especially those who have been around the community for many years) understand that our core demographic is shifting. Helping them gain a broader perspective of where the student is coming from. Not only with behaviors, but with extremes in academic levels and abilities as well.

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Having staff be more aware of students culture and learning histories and how that can affect their learning

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WDH
Explicit teaching of social and behavioral skills using school counselor to model Harmony curriculum for teachers to implement systemically in their classrooms

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The  teaching of social-emotional and behavioral skills to improve all student to student and student to teacher relationships.

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Transition
Improving connections with community

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Instructional practice/Awareness - some teachers at our school could improve student engagement and classroom management and relationships which could positively impact disproportionate discipline

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Because we are a minimally diverse school it’s not a predominant topic of discussion.

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LPA- curriculum & instruction- lesson engagement

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PCE: Curriculum & Awareness. Helping teachers be more aware of their students and in turn adjusting the curriculum to support that and make a bigger impact

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VRA: Middle school Tier 1 SEL curriculum; increase variety of formats in which feedback is solicited from stakeholders.

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The Amazing Webster Wolverine Team believes that in the area of Awareness, we still have several staff members who are unaware of the intimacies of our children's lives and situations enough that they are willing to go the extra mile to remove barriers. (Still active implicit bias)  We also believe that we still provide too much instruction via traditional means and that our students will respond to greater engagement and a wider variety of instructional practices. 

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The Amazing Webster Wolverine Team believes that in the area of Awareness, we still have several staff members who are unaware of the intimacies of our children's lives and situations enough that they are willing to go the extra mile to remove barriers. (Still active implicit bias)  We also believe that we still provide too much instruction via traditional means and that our students will respond to greater engagement and a wider variety of instructional practices. 

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Hypothesis: Awareness, is an area to work on due to some teachers and community members who hold a bias against our school and students and are not aware of their cultural norms, behaviors and actions.

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Crookshank

Awareness: Some of the faculty and staff are not aware of some of the student’s cultural background

Relationships:  Most of the faculty and staff form relationships with the students to build a rapport with them

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Curriculum and Instruction - Behavioral curricula at a Tier 1 level.
Awareness - Increasing engagement through culturally responsive instruction
Relationships - Getting feedback from community and family stakeholders

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We are working towards increasing the number of positive relationships and the engagement within curriculum instruction

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School Counseling
Inconsistently teaching SEL & behavior skills
Need to consistently  build problem solving skills

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Pedro Menendez HS     Awareness

Bringing parents in for a personal meeting rather than email or phone call before it becomes confrontational.

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FCA
Curriculum and Instructional practices

To increase intentional instruction towards cultural awareness. Also including the social-emotional and behavioral skills

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FCTC discipline in programs with women vs men

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FCTC discipline in programs with women vs men

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R.B. Hunt:  Awareness: teachers need to be more aware of all of their students' cultures and learning histories and learn various strategies to be more inclusive.  

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R.B. Hunt:  Awareness: teachers need to be more aware of all of their students' cultures and learning histories and learn various strategies to be more inclusive.  

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