“Vision without action is a daydream. Action without vision is a nightmare.”
Building/Vision Team/Staff Discussion:
- How do we know if we’re operating at a proactive or reactive level?
(List what we’re seeing, hearing, feeling etc.)
- What are the benefits to adults and our building to operate at a proactive level?
- What is one strategy that we can put into place to increase our proactive interventions?
Our building is operating at a reactive level if:
- Increased number of office referrals / The same students are referred to the office.
- Students frequently referred to the office come right back to the classroom without partnering and owning the problem with the correct adult.
- Increased number of reactive visits to the focus/recovery room.
- Adults are struggling to visit students when they are in the focus/recovery room.
- Increased emotion from adults and students within the building.
- Conversation between adults is primarily regarding think sheets and the BIST Continuum.
- Learning time is being interrupted on a regular basis.
- Practice of common area expectations has not occurred on a consistent basis.
- Students are not appropriately greeting adults when they enter/exit the building.
- Adults do not intervene with students if they do not receive a greeting/acknowledgement.
- Every adult in the building is not participating in Classroom Level Triage at least one time/day.
- Class meetings are being utilized on an “as needed” basis.
- Restriction (Protection) for students on individual plans has already decreased.
- Students on plans are not touching base with an adult at least one time/day.
- Individual triage is relationship only that does not require the student to practice what they will say and do to manage. (Adults talk more and/or talk the student into being okay)
Our building is operating at a proactive level if:
- Office referrals are decreasing.
- Students frequently referred to the office remain restricted until the administrator can get input from the adult who was present (See questions below).
- Students frequently referred to the office work back through the continuum and are required to partner and own the problem with the correct adult before returning to the classroom.
- Majority of Focus/recovery room visits are daily, proactive visits and part of the student’s plan.
- Adults touch base and stay connected to students who are in the focus/recovery room (Focus/Recovery Sign-in sheet tracks purpose /number of adult visits).
- Adults are matching behavior to skill/goal to decrease emotion within the building.
- Conversation between adults is primarily regarding the student’s Goal for Life and change.
- Adults are able to teach and students are able to learn.
- A common area is a focus each week and consistently practiced building-wide.
- Students appropriately greet each adult when they enter and exit the building.
- Adults stop a student who does not appropriately greet/acknowledge the adult.
- Every adult in the building participates in Classroom Level Triage (Mood Meter/Plan B if a student is not okay) at least one time/day.
- Class meetings are facilitated every week.
- Restriction (Protection) for students on individual plans has maintained at the original level.
- Students on plans are touching base with an adult at least one time/day.
- Individual triage is relationship-based, combined with the words and actions the student will use to be successful. (Adults ask questions and provide time if the student is emotional)
Questions administrators can ask staff to facilitate discipline:
- What is the feedback from parents?
- Which Goal for Life did the student struggle to manage?
- What daily restriction is in place to prevent acting out? Is it restrictive enough?
- Where is the student continuing to struggle?
- What questions is the student asked daily to develop their new skill?
- When can we follow up to make sure there is relief and the student is being successful?