No school on Thursday (10/3) and Friday (10/4)
Reminder: No school on Thursday, October 3 (staff-only day), and Friday, October 4 (mid-fall break), for all students. Classes resume on Monday, October 7. Have a great weekend!
The Behavior Education Plan (BEP) is driven by the word “education”, and at its core is a teaching and learning plan designed to support every student in their social, emotional, and academic development.
We know behavior education is complex work that happens in classrooms and cafeterias, on buses and playgrounds, and even offices and auditoriums. Whether you are a student, family member, community member, or staff member, we all have a responsibility to embody our beliefs, our expectations, and our commitments.
For questions or comments about the Behavior Education Plan please use the Let's Talk button at the bottom of this page to contact us.
This page contains the Elementary, Middle and High school plans on one page for ease of comparison across all plans. If you'd like to print these plans by grade level use the links below.
In authentic relationships and a supportive community that fosters a sense of belonging
In a thriving school environment where staff and students are physically and emotionally safe
In the importance of student and staff voice in decision making
Families and school staff must be collaborative partners in supporting every student
Students, staff, and families demonstrate respect to one another and hold high expectations for behavior
Students, staff, and families build and sustain ongoing positive and authentic relationships
Students, staff, and families contribute to a safe learning environment
Utilize innovative strategies and supports to create a positive school community where students, staff and families feel safe
Provide schools with the necessary resources, professional development and technical assistance to implement the Behavior Education Plan
When we decided to take this approach as a District, the Board of Education put in place key Guiding Principles. These principles have not changed and will continue to guide us.
We are grounded in a strong focus on engagement and learning
Whenever possible, we avoid exclusionary practices
We believe in teaching and intervention over consequences and punishment
We support progressive discipline, not “zero tolerance”
We believe that strong school-family partnerships are important
We will use disaggregated data to identify disparities, monitor progress, and drive decisions
We believe that every child, when provided with appropriate support, can learn and succeed
We support proactive problem-solving on behalf of students
Supporting positive student behavior requires a high level of commitment from students, parents, guardians, staff, administrators, and members of the Board of Education. These stakeholder groups have rights and responsibilities that are designed to reflect both the mutual respect and accountability required of all people involved in supporting student behavior. The rights and responsibilities for each group are outlined in the Rights and Responsibilities Guidance.
Our community was in consensus that our zero tolerance policy for school discipline wasn’t working, that it was having a disproportionate and negative effect on students of color and students with disabilities, and that we needed to do something different.
We took a step into uncharted territory - to embrace a restorative and progressive approach, one that aims to keep students in school and build stronger school communities. We are very proud of our staff for taking this on as it requires such conscious decision making, continual effort to build relationships and trust with students and families, every step of the way.
Through this journey, we’ve learned an incredible amount about this work, about what it requires to do it well and how powerful of an impact this work can have when it is working. This updated Behavior Education Plan captures those lessons learned and will propel our District forward.
More than anything, we’ve learned from our students that building community and relationships is foundational to a safe and supportive school for all.
The goals of the Behavior Education Plan are focused on ensuring every student experiences a thriving school culture and a safe and supportive learning environment, leading to healthy identity development, and a sense of belonging.
These goals align to the vision and goals of the District’s Strategic Framework.
Our priority and focus on addressing racial inequities drives this work and provides the basis for three overarching goals: increase a sense of safety and belonging in school, implement successful systems of support and intervention, and reduce disproportionality in the use of exclusionary practices. Each of these goals and metrics will be disaggregated so that we can hold ourselves accountable for progress.
Increase the number of students, families, and staff who feel safe and a sense of belonging
As measured by:
Improve the successful development of:
Foundational practices and integration into school-wide systems
Effective use of intervention
As measured by:
Reduce the disproportionality in use of exclusionary practices, including suspensions for African-American students and students with disabilities
As measured by:
Culturally Responsive Teaching
Restorative Justice
Social Emotional Learning
Positive Behavior Interventions and Supports
The integration of these practices into school-wide systems and structures takes time, effort, and teaming. Some teams responsible for this collective integration include Teacher Teams, Multi-Tiered Systems of Support (MTSS) Teams, Student Services Teams, School-Based Leadership Teams (SBLTs), PBIS or Culture and Climate Teams, and Family and Community Engagement Teams.
Foster a collective mindset focused on the inherent worth, skills, and dignity of every student
Connect Behavior Education Plan goals with School Improvement Plan goals
Pursue and privilege student, staff, and family voice in decisions
Commit to consistent teaming with a focus on reflecting and adjusting practices
Create and communicate universal expectations for all
Transform harm and conflict with opportunities for use of restorative practices
Leading training opportunities for staff
Providing resources to meet the goals of the Behavior Education Plan
Continuously building and deepening community partnerships with those who share our values and mindset around supporting students
Engaging in creative thinking to support all students with intensive needs
Creating professional development opportunities for school teams to collectively analyze and discuss data, share experiences with other teams, and learn from other schools’ implementation practices
On this website we will explain each of these four foundational practices in more detail, and this proactive approach to behavior education is further explained throughout the plan. By using an approach that focuses on universal systems rooted in culturally responsive teaching practices, we can continue to integrate behavior education into everyday school practices. This will provide for safe and productive learning environments that foster belonging and community.
Culturally Responsive Teaching focuses on creating the classroom conditions necessary for teaching advanced cognitive skills to every child. In her book Culturally Responsive Teaching and the Brain, Zaretta Hammond explains that culturally responsive teaching requires a “learning partnership” between students and teachers
As culturally responsive teachers, educators are expected to engage in “inside” work that examines their own racial identities. This self-assessment also includes:
Examining implicit biases
Recognizing needs for Social Emotional Learning
Analyzing the impact of actions
This work also requires that we embrace the holistic set of skills and abilities articulated in our Graduate Vision. We want our students to master academic content, build creativity, confidence, cultural competence, gain a strong sense of self and interpersonal skills, and have a growth mindset to help them continually build the skills and abilities to be successful.
A learning partnership is a term you might hear often at school. This means your teacher is trying to get to know you and also learn from you. By teaching your teacher about your interests, opinions, and ideas, you can be successful in this partnership.
Learning partnerships require family involvement to ensure support and communication. As the trust builds between school, student, and home, students earn better grades, improve attendance, and feel more welcomed and safe at school.
We see each of our students for who they are and who they are becoming. Culturally responsive teaching helps in developing instructional practices that engage all learners in a safe and supportive community. Zaretta Hammond’s Culturally Responsive Teaching and the Brain is a valuable resource to help staff develop these practices.
Middle School is a time to explore who you are. There are more freedoms and challenges at this point in your education than in elementary school. Setting goals, managing high expectations, and stepping into leadership roles are just a few ways teachers and staff will engage you.
Who we are as a district and who we want to be as educators is built upon this work. Partnering together supports middle schoolers’ transition into the expectations that await them in their high school years.
We see each of our students for who they are and who they are becoming. Culturally responsive teaching helps in developing instructional practices that engage all learners in a safe and supportive community. Zaretta Hammond’s Culturally Responsive Teaching and the Brain is a valuable resource to help staff develop these practices.
You will notice staff trying to build meaningful relationships with you in a number of ways, including asking about your interests, getting your perspective or voice on decisions, and being there for you when you need someone.
When schools, parents, families, and communities work together to support learning, students earn higher grades, attend school more regularly, stay in school longer, and take more rigorous courses.
We see each of our students for who they are and who they are becoming. Culturally responsive teaching helps in developing instructional practices that engage all learners in a safe and supportive community. Zaretta Hammond’s Culturally Responsive Teaching and the Brain is a valuable resource to help staff develop these practices.
Check out our MMSD CRT Strategy Guide, contact your school’s Instructional Coach, or the District Professional Learning Team. To learn about how our schools embed culturally responsive teaching into their day-to-day practice, refer to the Implementation Guidance.
The Behavior Education Plan is founded on principles of Restorative Justice in Education. At the center of this model is mindset, including the belief that all people are inherently worthy and want to be in strong relationships. Schools are supported with a variety of resources under the Restorative Justice umbrella, including the use of restorative practices.
As a District we work toward the transformation of school cultures so that all members of the learning community, including students, teachers, staff, administrators, families, and community members, feel they belong.
Building and maintaining healthy relationships to create a caring culture where every member thrives
Engaging in repairing harm and transforming conflict
Establishing communities of re-entry and support after harm in order to welcome, integrate, and support students after an extended absence or for individualized support to build a more equitable learning environment
In order to do this work, staff and students will learn to teach and reinforce foundational beliefs and core practices. These include building and maintaining just and equitable school communities and cultures, developing strong relationships, and using a “circle process” as both a proactive and responsive strategy to prevent, identify, and repair harm through healthy dialog.
We also believe in empowering, encouraging, and supporting student, family, and staff well- being. We plan to achieve this by offering a variety of opportunities to explore and experience mindfulness-based practices. Mindfulness practices can help us regulate and respond to our challenging and complex realities and are directly linked to Restorative Justice.
By participating in restorative practices you can build relationships and friendships in your class and solve problems when you need to.
Families and community members can get involved with Restorative Justice by participating in school and classroom community building opportunities and can learn more by joining a school’s Family, Youth, and Community Engagement Team, or by partnering with school staff to support students in a Restorative Circle.
Trainings are offered in a variety of ways. Check out the MMSD Talent Portal for more.
Participating in the circle process is an engaging and empowering way to get involved with Restorative Justice in your school, in fact, your school might have opportunities to be a circle keeper. Talk to your teachers and support staff for more information about how you can get involved.
Families and community members can get involved with Restorative Justice by participating in school and classroom community building opportunities and can learn more by joining a school’s Family, Youth, and Community Engagement Team, or by partnering with school staff to support students in a Restorative Circle.
Trainings are offered in a variety of ways. Check out the MMSD Talent Portal for more.
Becoming a circle keeper is an engaging and empowering way to get involved with Restorative Justice in your school. Talk to your teachers for more information about how you can get involved.
Families and community members can get involved with Restorative Justice by participating in school and classroom community building opportunities and can learn more by joining a school’s Family, Youth, and Community Engagement Team, or by partnering with school staff to support students in a Restorative Circle.
Trainings are offered in a variety of ways. Check out the MMSD Talent Portal for more.
Contact your school’s Student Services team or the District Restorative Justice team. To learn about our schools’ journeys in developing restorative practices, refer to the Implementation Guidance.
Students are most successful when we attend to both their academic and social emotional learning needs. Student needs differ, so social emotional learning must address a variety of topics. The Social Emotional Learning standards (SELs) guide the topics and are at the center of school-wide and classroom implementation.
Similar to academic standards, the SELs define what students should know and should be able to do and are incorporated into students’ experiences every day. Students learn about building a positive self-identity, managing emotions, and perseverance to name a few expected outcomes. Programs and curricula such as Welcoming Schools, Zones of Regulation and Second Step, and Developmental Designs (once known as Responsive Classroom) anchor this work at the elementary level in MMSD.
Welcoming Schools and Bullying Prevention
Teaches about different identities and empathy in order to increase understanding and respect for others as a means of preventing bullying behavior
Clarifies the difference between bullying and conflict and proactively provides opportunities for students to practice ways to address these behaviors
Teaches ways to be an ally and identifies the different roles people play in bullying in order to reduce bullying behavior
Zones of Regulation/Second Step
Zones of Regulation provides skills to understand emotions and regulate using visuals and colors. Green is regulated and ready to learn, Yellow means stress is building, Red means anger and loss of control of emotions, and Blue means tired, sad, depressed, feeling down
Second Step is a curriculum used to develop learning skills associated with social and emotional needs
Developmental Designs/Responsive Classroom
Provides techniques and structures to build classroom community, strengthen relationships, improve and refine student engagement, and develop strategies for self-regulation in the classroom
Core practices include a morning meeting or circle to build community and Take a Break to promote self-regulation
You can ask your teachers and staff to learn about ways to manage your feelings and emotions.
While there are many ways we teach and support social emotional learning, all students will have opportunities to understand community, learn about identity, and practice recognizing and managing emotions both in and out of school. If you have questions about how your school is teaching these concepts, contact your school’s Positive Behavior Interventions and Supports (PBIS) coach.
A District-wide plan calls for all staff to be trained in Developmental Designs. At the elementary level, this means you might have once been trained in Responsive Classroom. Trainings for Developmental Designs, Welcoming Schools and other social-emotional learning programs are offered through the year. See the MMSD Talent Portal for more details.
Academic and Career Planning (ACP)
Students explore four questions: Who am I?, Where do I want to go?, How will I get there?, and Who are we together?
These lessons and activities start in 6th grade and extend through high school
Bullying prevention
Teaches about different identities and empathy in order to increase understanding and respect for others as a means of preventing bullying behavior
Clarifies the difference between bullying and conflict and proactively provides opportunities for students to practice ways to address these behaviors
Teaches ways to be an ally and identifies the different roles people play in order to reduce bullying behavior
Explains key terms such as “imbalance of power” and “protected class”
Developmental Designs
Provides techniques and structures to build classroom community, strengthen relationships, improve and refine student engagement, and develop strategies for self-regulation in the classroom
Core practices include Circles of Power and Respect to build community and “Take a Break” to promote self-regulation
Have you ever needed some time to let your emotions calm down after a stressful situation? Your teacher likely knows some Developmental Designs strategies that can help support you in class. Additionally, you might notice a “SELs” focus next to your learning target to support identity and emotional development.
While there are many ways we teach and support social emotional learning, all students will have opportunities to understand community, learn about identity, and practice recognizing and managing emotions both in and out of school. If you have questions about how your school is teaching these concepts, contact your school’s Positive Behavior Interventions and Supports (PBIS) coach.
A District-wide plan calls for all staff to be trained in Developmental Designs, along with training in other programs and skills in this area. Trainings are offered throughout the year and more frequently in the summer. See the MMSD Talent Portal for more details.
Academic and Career Planning (ACP)
Students seek answers to four questions: Who am I?, Where do I want to go?, How will I get there?, and Who are we together?
Lessons and activities begin in middle school and extend through high school
Bullying prevention
Teaches about different identities and empathy in order to increase understanding and respect for others as a means of preventing bullying behavior
Clarifies the difference between bullying and conflict and proactively provides opportunities for students to practice ways to address these behaviors
Teaches ways to be an ally and identifies the different roles people play in order to reduce bullying behavior
Explains key terms such as “imbalance of power” and “protected class”
Developmental Designs
Provides techniques and structures to build classroom community, strengthen relationships, improve and refine student engagement, and develop strategies for self-regulation in the classroom
Core practices include Circles of Power and Respect to build community and “Take a Break” to promote self-regulation
Have you ever needed some time to let your emotions calm down after a stressful situation? Your teacher likely knows some Developmental Designs strategies that can help support you in class. Additionally, you might notice a “SELs” focus next to your learning target to support your identity and emotional development.
While there are many ways we teach and support social emotional learning, all students will have opportunities to understand community, learn about identity, and practice recognizing and managing emotions both in and out of school. If you have questions about how your school is teaching these concepts, contact your school’s Positive Behavior Interventions and Supports (PBIS) coach.
A District-wide plan calls for all staff to be trained in Developmental Designs, along with training in other programs and skills in this area. Trainings are offered throughout the year and more frequently in the summer. See the MMSD Talent Portal for more details.
Contact your school’s PBIS Coach or and refer to the Implementation Guidance to learn how we are implementing SELs.
Positive Behavior Interventions and Supports (PBIS) is a universal systems framework for all students in MMSD. Every school has a team of dedicated staff who determine universal behavior expectations, plan engaging and interactive lessons, and reinforce feedback and acknowledgements to help improve student performance and school climate. PBIS also incorporates social emotional learning to help equip students with the skills they need to succeed at school and beyond.
This framework ties all of the core practices together into a universal system. The key components include establishing clear expectations, data analysis, effective teaching and modeling, acknowledging behavior, and use of interventions as needed for additional support.
A team that meets regularly to monitor data and make adjustments
Student voice and choice in establishing classroom and school-wide expectations and incentives
Community and parental involvement to get ideas and build partnerships
A connection to restorative strategies, social emotional learning, and culturally responsive teaching practices to ensure equity among all students, staff, and families
A commitment to the Wellness Policy to build healthy habits, which include discussing appropriate hours of sleep each night, self-regulating screentime, eating right, and ensuring opportunities for daily physical activity
Cool Tools, Assemblies, Incentives, Acknowledgements. These are some of the ways you can get noticed for your positive behavior.
Positive systems of support shift in middle schools to highlight student recognition and identity development. PBIS also includes age-appropriate incentives, rewards, and acknowledgement of good decision-making and continuous improvement.
Data analysis is a major component of PBIS to help determine how these universal systems are implemented and monitored. SBLT, PBIS teams or Culture and Climate teams should be monitoring these systems, ask your PBIS coach how you can help or learn more.
Your voice matters, and as you explore who you are and what you need to be successful at this level, share your ideas and opinions with your teachers. They can help you get involved in students groups and other clubs that meet your interests and needs.
Positive systems of support shift in middle schools to highlight student recognition and identity development. PBIS also includes age-appropriate incentives, rewards, and acknowledgement of good decision-making and continuous improvement.
Data analysis is a major component of PBIS to help determine how these universal systems are implemented and monitored. SBLT, PBIS teams or Culture and Climate teams should be monitoring these systems, ask your PBIS coach how you can help or learn more.
Your voice matters. Share your ideas with your teachers and get involved in student organizations to help shape your school community.
PBIS is more than just rewards and incentives; it’s about being proactive in acknowledging good decisions and continued improvement.
Data analysis is a major component of PBIS to help determine how these universal systems are implemented and monitored. SBLT, PBIS teams or Culture and Climate teams should be monitoring these systems, ask your PBIS coach how you can help or learn more.
Contact your school’s PBIS coach or District Universal Systems Coaches. To learn about how our schools embed their established universal systems, refer to the Implementation Guidance.
When additional supports are needed, interventions and disciplinary actions should be selected, implemented, and assessed with the goal of helping every student succeed. Students are more likely to excel and less likely to disengage when they feel connected to others in their school and classroom community. A progressive approach to discipline is only effective when authentic relationships are maintained.
Interventions range in intensity and are situational. The table to the right shows that there are often layers to the approach. We believe students need the space to make mistakes, learn from them, and receive support to change their behavior over time.
When a specific student behavior does not change using the lowest identified level of intervention and/or discipline, or the behavior increases in frequency, intensity, or duration, the next level of intervention and/or discipline is used.
* The progressive approach to intervention and discipline does not apply to most expellable offenses.
Intensity
|
|
---|---|
Long-term interventions | |
Functional Behavior Analysis and paired supports | |
Short-term, 2 week strategies | |
Immediate Response | |
Duration |
Interventions are supports you get when you are experiencing difficulty in school.
The more intense the intervention, the more communication you should be having with school-based staff on both the purpose of the intervention and how it is being monitored. The interventions are age appropriate and include everything from reteaching behaviors to depression screeners and mental health supports. Typically, a Student Services staff member will be in contact with you.
Student Services Teams meet regularly to review individual plans, assign appropriate interventions and supports, and to monitor progress. This should be done collaboratively with teaching staff, support staff, and administration to ensure there is a clear strategy of support.
Interventions are supports you get when you are experiencing difficulty in school. This difficulty could be with another student, your school work, expectations at school, a staff member, or something from home or the community. The support can come from a variety of people, including teachers, a social worker, a counselor, a psychologist, a nurse, a coach, or Dean of Students, to name a few.
The more intense the intervention, the more communication you should be having with school-based staff on both the purpose of the intervention and how it is being monitored. The interventions are age appropriate and include everything from reteaching behaviors to depression screeners and mental health supports. Typically, a Student Services staff member will be in contact with you.
Student Services Teams meet regularly to review individual plans, assign appropriate interventions and supports, and to monitor progress. This should be done collaboratively with teaching staff, support staff, and administration to ensure there is a clear strategy of support.
Interventions are supports you get when you are experiencing difficulty in school. This difficulty could be with another student, your school work, expectations at school, a staff member, or something from home or the community. The support can come from a variety of people, including teachers, a social worker, a counselor, a psychologist, a nurse, a coach, or Dean of Students, to name a few.
The more intense the intervention, the more communication you should be having with school-based staff on both the purpose of the intervention and how it is being monitored. Typically, a Student Services staff member will be in contact with you.
Student Services Teams meet regularly to review individual plans, assign appropriate interventions and supports, and to monitor progress. This should be done collaboratively with teaching staff, support staff, and administration to ensure there is a clear strategy of support.
Contact your student’s teachers, social worker, psychologist, or nurse directly, as they know your student the best. For a District-wide perspective, you can also contact the Department of Student and Staff Support and/or Student Services. To learn about how our schools embed tiered interventions into their supports for students, refer to the Implementation Guidance.
Our intensive supports for students span many tiers, and are woven into the PBIS framework and foundational systems. Intensive supports may look different depending on the school. For students with disabilities, intensive supports are outlined in the student’s Individualized Education Program (IEP) and are more personalized.
Our MMSD Intensive Support Team (IST) is a District-wide support for school teams, and our Building Bridges team directly supports families. Each school provides a continuum of supports to students, which span across many tiers and in some cases extend to alternative learning environments inside or outside of their home school.
Mental health supports including individual interventions delivered by Student Services staff and focused social-emotional groups such as the Bounce Back program, which is in place in most elementary schools. This includes the use of a universal screener for 3rd grade students. Some schools may also have access to the Behavioral Health in Schools (BHS) program
Access to a continuum of individualized Special Education supports that include intensive intervention programs, including including LEAP, and Primary Steps
Planning for 5th grade students going into 6th grade to ensure supports are in place with transitions to new buildings
Intensive supports are ways to get you the help you need. No matter what support you receive in school, you are a valued member of your school and our district.
Intensive supports are designed for students who might need support beyond what their home school can offer. Intensive support often involves collaboration between families, schools, and people from outside the school (either District or community) in order to effectively problem solve ways to meet the unique needs of the student.
Collaboration with school-based Student Services professionals is key to providing intensive support. Reach out to Student Services staff to put plans in place.
Mental health supports including individual interventions delivered by Student Services staff and focused social-emotional groups such as the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program (includes universal screening of 6th-grade students). Some schools may also have access to the Behavioral Health in Schools (BHS) program
Access to a continuum of individualized Special Education supports that include intensive intervention programs, including NEON, Next Steps, and the School-Based Alternative Program (SBA)
RESTORE and REPLAY are additional alternative programs that serve students with and without disabilities
Opportunity Youth are supported, in part, by the Office of Youth Re-Engagement (OYR) which oversees emerging alternative programs. There is also transition planning for 5th grade students going into 6th grade and 8th grade students going into 9th grade to ensure supports are in place with transitions to new buildings
No matter the support you receive, whether in school or in the community, you are a part of MMSD and you are a valued member of your school community. These supports are only meant to last as long as they are needed and to help you develop the skills you need to reach your goals.
Intensive supports are designed for students who might need support beyond what their home school can offer and often involves collaboration between families, schools, and people from outside the school (either District or community) in order to effectively problem solve ways to meet the unique needs of the student.
Collaboration with school-based Student Services professionals is key to providing intensive support. Reach out to Student Services staff to put plans in place.
Mental health supports including individual interventions delivered by Student Services staff, focused social-emotional groups, a depression screener for all 10th grade students, and community-based partnerships
Access to a continuum of individualized Special Education supports that include intensive intervention programs, including Foundations Central
RESTORE and REPLAY are additional alternative programs that serve students with and without disabilities
The Intensive Support Team (IST) helps school teams in building capacity to develop strategies and interventions for students with intensive needs
Opportunity Youth are supported, in part, by the Office of Youth Re-Engagement (OYR) which oversees emerging alternative programs, delivers direct guidance and support to students and families, and provides consultation to schools on innovative instructional design models to better engage youth
No matter the support you receive, whether in school or in the community, you are a part of MMSD and you are a valued member of your school community. These supports are only meant to last as long as they are needed and to help you develop the skills you need to reach your goals.
Intensive supports are designed for students who might need support beyond what their home school can offer and often involves collaboration between families, schools, and people from outside the school (either District or community) in order to effectively problem solve ways to meet the unique needs of the student.
Collaboration with school-based Student Services professionals is key to providing intensive support. Reach out to Student Services staff to put plans in place.
Refer to the Implementation Guidance for information on current alternative programming (including program overviews and application processes) and services offered through IST.
To learn more about each school’s Alternatives to Suspension, contact a building administrator. For District information, contact the Coordinator of Progressive Discipline.
Reminder: No school on Thursday, October 3 (staff-only day), and Friday, October 4 (mid-fall break), for all students. Classes resume on Monday, October 7. Have a great weekend!