C. Effective Procedures for Dealing with Discipline

Core Feature PBIS Implementation Goal C. Effective Procedures for Dealing with Discipline

7. Discipline process described in narrative format or depicted in graphic form 8. Discipline process includes documentation.

9. Discipline referral form includes information useful in decision making 10. Problem behaviors are defined.

11. Major/Minor behaviors are clearly differentiated.

12. Suggested array of appropriate responses to major (office managed) problem behaviors

Information System

1. Effective Procedures for Dealing with Problem Behaviors 2. Computer Application 3. Decision Making

Information System

• Does Your Data give you an accurate picture? Reliable? What is your confidence level? Do you share with all staff?

• General Data Decision Rules • Are you able to make precision statements ? Do you present to faculty to get buy in?

• How do you know when to move “up the triangle”?

Data System- Checklist

• What is the process? How do I refer? How do I complete form? What is the purpose of the form? What should I expect to happen when I complete a minor or major incident report? How does it get to office? Do you want to know when I refer to school nurse? Or school counselor? When should I expect to hear back from office? Do we track minor offenses? Is the form different for minors? What is the process for referring minors?

Data System Definitions Referral Form Establishing a Data-based Decision-making System Referral Process

Developing Appropriate Definitions of Problem Behaviors

Appropriate Definitions of Problem Behaviors • What one teacher may consider disrespectful, may not be disrespectful to another teacher. For that reason, problem behaviors must be

operationally defined

.

Appropriate Definitions of Problem Behaviors

•

Clear set

of definitions for all categories on the office discipline referral form exists and is in line with the SWIS definitions • Once behaviors are defined,

all

faculty, staff, administration, students and families will need to be trained on the definitions

Definitions of Problem Behaviors

• •

All problem behaviors

are covered and none of the definitions overlap

Consistent definitions

make data collection much more accurate and reliable • The addition of

minor

problem behaviors assists in the summary of minor infractions

SWIS Compatible Definitions

• A

complete list

of problem behaviors, as well as, locations, possible motivations, others involved, and administrative decisions are all operationally defined on the SWIS web-site

(

www.swis.org

)

and also in the example section • Definitions

Developing Behavior Tracking Forms

Data System Definitions Referral Form Establishing a Data-based Decision-making System Referral Process

Characteristics of a SWIS Compatible Referral Form

• A

clear distinction

must exist between problem behaviors that are staff-managed (

minor

) versus problem behaviors that are office-managed or crisis (

major

)

Major Discipline Incidents

•

Defined

• Discipline incidents that must be handled by the

administration

. • These may include but are not limited to: physical fights, property damage, drugs, weapons, tobacco, etc.

•

Purpose

• Once problem behaviors are operationally defined, it is essential that the team distinguish the major discipline incidents from the minor to determine the

appropriate consequence

Minor Discipline Incidents

• •

Defined

• Discipline incidents that can be

handled by the classroom teacher

and usually do not warrant a discipline referral to the office

*

. • These may include but are not limited to: tardiness to class, lack of classroom material, incomplete classroom assignments, gum chewing, etc.

Purpose

• To determine

appropriate consequence

the consequence should be delivered and where • * These incidences are still tracked but the consequence is delivered

in the classroom

Emergency or Crisis Incidents

•

Defined*

• Discipline incidents that require

immediate response from administration

and/or crisis response team. • These incidences may cause short term change to a school’s PBIS Plan and may include, but are not limited to: bomb threats, weapons alerts, intruder, fire evacuations, etc.

*These incidents do not necessarily result in an ODR

•

Purpose

• Maintain

order and safety

during emergency situations * Each school is urged to consult their district and school policies for

emergency/crisis incidents

List Minor Problem Behaviors

T- Chart

List Major Problem Behaviors

– Eating, drinking, chewing gum – Disruption – Horseplay – Defiance to another student – Pushing or shoving – Lying/cheating – Public Display of Affection – Writing on School Property – Disrespect, minor to another student or another student’s belongings – Defiance/Disrespect/Non-Compliant – Abusive or inappropriate Language – Fighting or Physical Aggression – Disruption – Theft/Forgery – Property Damage/Vandalism – Use or Possession of Drugs/Alcohol

What is the purpose of an Office Referral?

• Intervention or way to gather information?

• Both?

Office Discipline Referral (ODR) Forms

• • Be sure to answer the following

5 questions

on each referral form: –

Who, Why, What, When & Where?

Clarity

on the referral form takes the guess work out of the data entry person’s job • Data will be more

reliable

and judgement calls are minimized

accurate

as

Characteristics of a SWIS Compatible Referral Form

• • • • • • • Student’s Name Date Time of Incident Student’s Teacher (optional) Student’s Grade Level Referring Staff Location of Incident • Problem Behavior • Possible Motivation • Others Involved • Administrative Decision • Other Comments • No more than 3 extra info.

Developing the ODR

•

Challenges:

The form is not filled out correctly •

Solutions:

Re-train faculty or return to faculty to fill out completely before processing

Goal of the Tracking Form

•

Collect data

that are necessary to identify effective ways of changing inappropriate classroom behavior (

minor

) before it results in an office discipline referral (

major

)

Classroom Tracking Forms

• Classroom behaviors take up considerable amounts of

teacher time

that could be better spent on instruction • Forms assist in

identifying the pattern of behavior

and determining interventions that will be most effective for the student(s)

Guidelines

• When does a

recurring behavior

become a major?

• • • Same behavior (3 minors = 1 major) From one particular teacher Suggested time frame ( 3 minors within 4 weeks) • Used as a tool to identify

patterns of behavior

• • • When are the behaviors occurring? (math, transition) What are the recurring behaviors? What are the classroom interventions that have been used? Are these interventions working or does something else need to be utilized?

• Why is the behavior occurring? (motivation, example: Johnny rips up his math sheet and is given time out and gets out of his work. He always gets to avoid doing his math work)

Developing a Coherent Office Discipline Referral Process

Data System Definitions Referral Form Establishing a Data-based Decision-making System Referral Process

Office Discipline Referral Process

•

Evaluate

current discipline process and procedures • Is the discipline referral process meaningful and

effective

?

• Identify whether teachers are

following the current plan

for completing referrals • Interview teachers on their problem behavior

perceptions

regarding the school’s responsiveness to

Discipline Referral Process

• The next step in establishing a data-based decision-making system is to insure that a school has a predictable and coherent

Discipline Referral Process

. • This process must be

defined, taught, and agreed upon

with all staff, and must include definitions for: ― major discipline incidents ― minor discipline incidents ― emergency or crisis incidents ― a continuum of discipline procedures

The Completed Office Discipline Referral Process

• Contains definitions of:

major

incidents,

minor

discipline discipline incidents,

crisis

incidents, a

continuum

of discipline procedures • Can be summarized in a narrative or graphic form • Is presented to all staff for

approval

• Is trained to all staff • Prince William HS Example !!

Observe Problem Behavior Warning/Conference with Student Use Classroom Consequence

No

Is behavior office managed?

Yes

Write referral to office Complete Minor Incident Report Does student have 3 MIR slips for the same behavior in the same quarter Write the student a REFERRAL to the main office

Classroom Managed

•

Preparedness

•

Calling Out

•

Classroom Disruption

•

Refusal to Follow a Reasonable Request (Insubordination)

• •

Failure to Serve a Detention Put Downs

•

Refusing to Work

•

Inappropriate Tone/Attitude

•

Electronic Devices

•

Inappropriate Comments

•

Food or Drink

Office Managed

•

Weapons

•

Fighting or Aggressive Physical Contact

•

Chronic Minor Infractions

•

Aggressive Language

•

Threats

•

Harassment of Student or Teacher

•

Truancy/Cut Class

•

Smoking

•

Vandalism

•

Alcohol

•

Drugs

•

Gambling

•

Dress Code

•

Cheating

•

Not w/ Class During Emergency

• •

Leaving School Grounds Foul Language at Student/Staff

Administrator

determines consequence

Administrator

follows through on consequence

Administrator

provides teacher feedback •

Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•

Once written, file a copy with administrator

•

Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection

Activity 3

• • • • • • • • Is the current discipline policy/process documented in the staff handbook? (What are the teacher expectations? Do all staff members know what to do when they observe problem behavior? Is there consistency among the staff? What is the purpose of an office referral form?

Should team consider revising referral form ? Do we get all the information we need on the form? – review “Time out of class form”-Is this a good way to access information that may be helpful in the future if this student needs more support?

Ensure faculty understands process and purpose of an office referral Review SWIS problem behavior definitions Have staff agreed on operational definitions of problem behavior?

Ensure faculty knows when to write a major (office managed) or minor (Classroom managed) Ensure faculty knows how to complete forms, who gets the completed form and timeline for response from administrator (team) **Forms to review: Time out of class form, SWIS problem behavior process, definitions, t-charts, minor/major flow charts