Behavior Bulletin

The Behavior Bulletin's goal is to build capacity in all adults, add tools to individual's toolbelt, and provide strategies to strengthen relational approaches to be used in schools and homes. The Bulletin brings training opportunities, information, and inspiration for development of individual students, classrooms, and educators.

District Goal: 20% increase in the use of Restorative Discipline Codes

Recap from previous EOY progress for district:

• 2020-2021: 8%
• 2021-2022: 8.62%
• 2022-2023: 10.33%

Restorative Discipline Codes (RDP) include:

1. (360) - Restorative
2. (340) - Restitution
3. (310) - Student apology
4. (305) - Peer mediation
5. (116) - Behavior intervention strategy success (not ISS)

Children are not born knowing the difference between respect and disrespect. We must teach them. When children attack us physically and verbally, we can dodge blows, say hurtful words, deliver negative consequences, and send children to the office…… or we can use the disruption to teach respectfulness and assertiveness by using an I Message. (Pages 142-143 in Building Resilient Classrooms by Dr. Becky Bailey)

Affective statements are one tool you can immediately incorporate into your interactions with students. It is the genuine expression of feelings, impacts, and emotions about specific student behaviors and actions that focuses on building healthy relationships between students and adults in educational settings to decrease recidivism and change harmful behavior. Affective statements are a way to allow students and individuals to learn from their mistakes and make amends for wrongdoing.

Here are some specific characteristics of affective language:

• Can be “I” statements that express a feeling.
• Make students aware of their behavior’s positive or negative impact.
• Provide a precise description of a student’s behaviors and the specific impact of those behaviors.
• Do NOT protect students from the consequences of their behavior.
• Strategically delivered in a time frame, place, and manner most likely to maximize impact.
• Are delivered in a personalized manner directly to the student who impacted others.
• Focus on the behavior, NOT on the person’s intrinsic worth (separates the deed from the doer).
• Are respectful in tone.
• Encourage students to express their feelings.
• Use five positives to one corrective statement.

General Formula:

I feel (state the feeling) because (name the behavior) and (state the action that you would like to see).

One way to practice is to prompt yourself to use these skills. You may want to post sticky notes as reminders. In addition, you may want to post sentence stems around your office to give you support when needed. You could also add the questions to your lanyard for support on the go! Consider setting goals for how many affective statements you will use daily. Tracking your usage will help you reflect on your progress.

Affective Statements

Print and post this in your office to use as reference guide.

This is used to document the restorative agreement made between staff and the student.

When you see that a student is developing a pattern of behaviors that impacts his/her ability to participate in the learning environment, begin the process of RtI. Click below to review the process.

Shout out to the leading schools in Restorative Discipline codes! Restorative Discipline is an approach that focuses on repairing harm caused by an offense or conflict, rather than simply punishing the offended. It prioritizes the needs of the victim and the offender, whiles also holding the offender accountable for their actions. This approach not only encourages dialogue and empathy, but it also promotes healing and reciliation. By incorporating restorative justice principles into our campuses, we can strive towards a more inclusive, compassionate, and effective way of addressing harm in our society.

Non-Violent Crisis Intervention Training is provided by trained personnel in TISD. Dates reflect opportunities for Initial and Refresher trainings offered during the school year. Please check to see if you are current in your certification or if you need an initial, register in Frontline.

Relevant Resources:

• Non-violent Crisis Intervention Policy and Procedures

• Restraint and TimeOut Legal Framework

• Special Education Program Dress Code for Staff

Student Support Specialist Assignments

Sarah Cato - EEA, CPES, WCES, THS, Connections Academy

Ami Phillips - GLJHS, TJHS, TMHS, WWJHS, Connections

Jennifer Sewell - TCES, LES, TIS, WES

Audra Arnold - NIS, OIS, Life 18

Brianne Carbery - CES, CFES, CPJHS, DPES

Rodeliah Elloie - TES, RES, GOES

Keri Williams - STAR

Email: amiphillips@tomballisd.net
Website: https://sites.google.com/tomballschools.net/behavioralhealth/home
Location: 11211 Farm to Market 2920, Tomball, TX 77375, USA
Phone: 2813573140 - 4126