Behavior Bulletin

April 30, 2024

💙 Welcome 💙

Updates from your Behavior Specialist

The Behavior Bulletin aims to empower campus leaders in coaching classroom teachers to improve student behavior and outcomes. By providing resources, training, and support, we aim to equip educators with the tools they need to create positive and supportive learning environments, reducing the isolation teachers often feel when dealing with discipline challenges.

📶 Campus Data 📶

To support our leadership teams in monitoring discipline practices and ensuring timely intervention, we are sharing campus-specific data on disproportionality in special education referrals for African American students. This data will help us identify areas where we can improve our practices and ensure equitable outcomes for all students. By using data-driven approaches, we can work together to create a more inclusive and supportive learning environment for all.

Questions to Consider for Disproportionality

🔦 Weekly Behavior Tip 🔦

Precorrection (STOIC- Teach)

Precorrection is a proactive approach that helps students anticipate and follow expected behaviors during new activities or transitions. By clearly stating the desired behavior before the task begins, we can guide students towards success and reduce the likelihood of problem behaviors.

Decreases disruptive behavior: Using precorrection, especially in combination with behavior-specific praise, can help reduce disruptive behavior in the classroom.
Reduces the need for reprimands: By proactively addressing potential issues through precorrection, teachers can minimize the need for reprimands and negative consequences.
Increases instructional time: When students are better prepared for transitions and activities, there is less time spent on managing behavior and more time dedicated to learning.
Targets challenging settings: Precorrection should be focused on situations where students are most likely to struggle or exhibit inappropriate behavior.
Improves time on task: Effective use of precorrection can significantly reduce transition times, allowing students to spend more time engaged in their learning activities.

1) Teach the expectation (see Teaching Behavior Expectations) for the activity or transition before using precorrection. This way, students will learn the expected behaviors from the precorrection. Instead, it serves as a reminder.
2) Provide a brief but specific statement of what the students should be doing before the new activity or transition (e.g., “When the bell rings, gather your materials, push your chair in, and stand behind your chair until your group is dismissed.”).
3) Provide behavior-specific praise to students who meet expectations.

How to Use Precorrection in Your Classroom

First, identify the times of day, settings, activities, or transitions in which students struggle to remember what to do.

Examples:

Walking in the hallway
Transitioning from seats to rug
Fire drills
Assemblies
Morning or end of day routines

Next, develop a concise statement that explicitly states what the students should do immediately following the precorrection (e.g., “We are about to go to lunch. So, I need each of you to put your books in your desk, stand up and push in your chair, and then walk quietly to line up at the door. Ready? Begin.”).

Finally, provide a lot of behavior-specific praise to students who meet expectations. Determine what percentage of students met the expectation. If less than 85% of the class are able to follow your precorrection, consider taking time to re-teach the expectation (see Teaching Behavior Expectations). If only one or two students continue to struggle, you may want to provide them with individualized and private precorrections to help them be more successful.

It is good to increase the use of precorrection when there are breaks from school (e.g., winter break, many snow days, etc.) or if a substitute has been in your classroom.

How to Increase Effectiveness

• Implement multiple precorrection sessions across several different contexts. The problem behavior may occur in multiple contexts. Addressing each context will increase the likelihood that precorrection is effective.

• Provide additional examples of what is and what is not acceptable. Allow students to role play expected behaviors, and discuss why expectations are important.

• Post rules and expectations on the board or on a wall at the front of the classroom. Refer to class rules when defining expected behaviors and giving verbal reminders.

• Provide specific students with a copy of the rules and expectations to keep at their desks.

• Address the class and review expectations before the times identified problem behaviors are most likely to occur.

• Take additional data to determine if problem behaviors still occur during specific times and contexts.

• Use additional reinforcement strategies in conjunction with precorrection.

• Change reinforcers frequently to increase the likelihood that the class/students will not satiate on the reinforcer.

🚦MTSS🚦

This plan outlines a comprehensive MTSS - Behavior framework to proactively address challenging student behavior in Tomball ISD. MTSS utilizes a tiered approach, providing increasingly intensive interventions based on individual student needs.

TISD MTSS Behavior Process

Behavior MTSS PLC Agenda

STOIC Checklist

SABERS Information

🧰 OTHER RESOURCES 🧰

TISD Restraint and Timeout Policy

Exclusionary Discipline Rubric

Trauma Informed Checklist

STOIC- List of Mild Consequences

📉 Restorative Discipline 📉

RD Leaders!

THS - 6.6%

GLJHS - 17.73%

NIS - 15.79%

RES - 42.68%

Phillip's RD Resources HUB

✅ Trainings ✅

NVCI Training

Reminder: Your certification is valid for 30 days after the expiration date listed on your blue card. If you wait until after your 30 day grace period you will need to take the initial training. Please check your dates! AM refreshers are 9-12; PM refreshers are 1-4.