SSF Lever 4:

Supportive Discipline

Supportive Discipline is a continuum of proactive and responsive discipline strategies that reinforce the school’s focus on growth, learning, and long-term changes in behavior. In addition to the requirements in Chapter 37, this consists of both positive reinforcement and responsive consequences with a corrective teaching component when necessary. Supportive discipline assists schools in creating an environment where all stakeholders are safe, and students are held accountable and accept responsibility for their actions.

  • Design common language and expectations to create a positive and productive atmosphere for teachers and students.

    • Key Practice 4.1.1: Behavioral Data

      • Use behavior data to plan proactive supports 

    • Key Practice 4.1.2: Common Expectations

      • Establish 3-5 common expectations across district and campus 

    • Key Practice 4.1.3: Incorporate Common Language

      • Interact with students incorporating common language in both praise and redirection

  • Teach expected behavior and skills to create a cohesive learning environment.

    • Key Practice 4.2.1: Academic Teaching Model

      • Instruct expectations using an academic teaching model

    • Key Practice 4.2.2: Replacement Behavior

      • Focus on replacement behavior over inappropriate behavior

    • Key Practice 4.2.3: Structured Expectations

      • Implement structured behavior expectations and clear guidelines

    • Key Practice 4.2.4: Reinforce Behavior

      • Reinforce desired behavior

  • Address and manage behavior constructively through a continuum of responses

    • Key Practice 4.3.1: Continuum of Responses

      • Address and manage behavior constructively through a continuum of responses

    • Key Practice 4.3.2: Determine Support

      • Determine a campus-wide continuum: behavior support team support, and classroom-managed behavior

    • Key Practice 4.3.3: Focus on Learning

      • Incorporate common redirections or consequences with a focus on learning, reteaching, and practicing expected behavior

    • Key Practice 4.3.4: Root Cause and Skills Deficits

      • Use root cause and skills deficits instruction when consequences and redirection are given

  • Train staff in fair, consistent, equitable discipline practices incorporating skills deficit and root cause training.

    • Key Practice 4.4.1: Fair and Consistent Discipline Practices

      • Train staff in fair, consistent, equitable discipline practices incorporating skills deficit and root cause training

    • Key Practice 4.4.2: Restorative Discipline Practices

      • Utilize and train restorative discipline practices to increase and repair relationships and accountability to the community

    • Key Practice 4.4.3: Consistent Strategies

      • Implement and teach consistent prevention, intervention, and postvention strategies across settings

    • Key Practice 4.4.4: Conflict Resolution

      • Equip staff with conflict resolution techniques to address heightened situations among families, students, and staff members

  • Implement a systematic approach to prevent and address attendance.

    • Key Practice 4.5.1: Monitor Data

      • Monitor data to assist in identifying and addressing trends and patterns

    • Key Practice 4.5.2: Focus on Attendance

      • Provide interventions focusing on engagement, attendance, and root causes of attendance issues

    • Key Practice 4.5.3: Attendance Root Causes

      • Incorporate the requirements for attendance and address attendance concerns by determining root causes and skill deficits

    • Key Practice 4.5.4: Engage Instruction

      • Increase relationships and engage instruction to impact attendance positivity

  • Create an environment that encourages positive behavior and learning through increased support from the BST (TBSI) team.

    • Key Practice 4.6.1: Interdisciplinary Team Members

      • Ensure the team consists of a variety of staff: teacher, counselor, sped teacher, paraprofessional, and administrator

    • Key Practice 4.6.2: Create Availability

      • Create availability for responsive support by scheduling a member of the team for availability to support teachers and students

    • Key Practice 4.6.3: Continuum of Proactive Support

      • Identify and implement a continuum of proactive support i.e. push into classrooms, check-ins, and proactive breaks, low-level support

    • Key Practice 4.6.4: Training in Behavior Management

      • Ensure the team has extensive training in behavior management

    • Key Practice 4.6.5: Alleviate Disruptions

      • Create a step between the classroom and the office to alleviate disruptions before a removal

  • Prepare students to engage in learning and in lifelong success.

    • Key Practice 4.7.1: Positive Social Behaviors

      • Identify, teach, and transfer positive social behaviors across all settings

    • Key Practice 4.7.2: Connect Behaviors to Expectations

      • Connect positive behaviors to common school-wide expectations

    • Key Practice 4.7.3: Practice and Mastery

      • Incorporate positive behaviors into instruction for practice and mastery