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C. Effective
Procedures for
Addressing
Discipline
Tier 1/Universal Training
2013-2014
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin
Department of Public Instruction in the development of this product and for the continued support of this
federally-funded grant program. There are no copyright restrictions on this document; however, please credit
the Wisconsin DPI and support of federal funds when copying all or part of this material.
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Module C: Effective Procedures for
Addressing Discipline
PBIS Implementation Goal
7. Discipline process described in narrative format or depicted in graphic format
• Team has established clear, written procedures that lay out the process for
handling both major and minor discipline incidents
8. Process includes documentation procedures
• There is a documentation procedure to track both major and minor behavior
incidents
9. Discipline referral form includes information useful in decision making
• Information on the referral form includes ALL of the required fields: Student’s
name, date, time of incident, grade level, referring staff, location of incident,
race, problem behavior, possible motivation, others involved, and administrative
decision
10. Behaviors defined
• Written documentation exists that includes clear definitions of all behaviors
listed
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Module C: Effective Procedures for
Addressing Discipline
PBIS Implementation Goal (continued)
11. Major (administrator managed) and minor (staff/faculty managed) behaviors
are clearly identified/understood
• Most staff members are clear about which behaviors are staff managed and
which office managed are. (e.g., appropriate use of office referrals). Those
behaviors are clearly defined, differentiated and documented.
12. Suggested array of appropriate responses to minor (staff/faculty managed)
problem behaviors
• There is evidence that most staff members are aware of and use an array of
appropriate responses to minor behavior problems
Workbook
Examples and Tools
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Information System
1. Effective procedures for dealing with
problem behaviors
2. Computer application – right information in
the right format
3. Decision making – the data must be USED and
SHARED regularly.
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Information System
• Does your data give you an accurate picture?
• Are behaviors reported and entered into data
system with fidelity?
• Do you share behavioral data with all staff?
• Does the full staff understand the importance
of behavioral data and the problem-solving
process?
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More Precision Is Required to Solve
Identified Problems
Start with Primary
Problem Statements
Look at the big picture, then use data to
refine the big picture, moving to
development of precise problem
statement(s)
Move to Precise
Problem Statements
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Designing Effective Behavior Support
What
When
Why
Where
Who
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Examples: SYSTEM
Primary to Precise
Gang-like
behavior is
increasing.
Our fourth
graders cannot
comprehend
when reading!
• Bullying (verbal and physical aggression) on the
playground is increasing during “first recess,” is
being done mostly by four 4th grade boys, and
seems to be maintained by social praise from the
bystander peer group.
• Forty-seven percent of 4th grade students did not
meet reading comprehension targets on
AIMSweb Maze benchmark assessments when
80% of students at a grade level should meet this
target. It appears that weak vocabulary skills are
lowering students’ comprehension skills.
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Tier I System
Curriculum
delivery
Collaboration
Assessment of
first teaching and
learning
Tier II System Conversation
Review intervention fidelity
Problem Solving Team
Planning for individual support
Review number of students accessing AND responding to the
interventions delivered
Monitoring of Intervention Plan
effect AND fidelity of delivery
Identify students needing individual intervention based on
data
Intervent.
2
Decision Rule
Data
Screening Process
(ODR, Screener,
EWS,etc.)
Intervent.
2
Predetermined
Intervent.
(CICO)
Data
Data
Individual Information
Collection
(Digging Deeper)
Intervent.
2
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Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs, Attendance,
Tardies, Grades,
DIBELS, etc.
Small group
interventions
Tier 2/Selected
(CICO, SSI, etc)
Group interventions with
individualized focus
Daily Progress Report (DPR)
(Behavior and Academic Goals)
Competing Behavior Pathway,
Functional Assessment Interview,
Scatter Plots, etc.
SIMEO Tools: HSC-T,
RD-T, EI-T
Tier 3/
Intensive
Simple individual interventions
(Simple FBA/BIP, Schedule/
Curriculum Changes, etc)
Multiple-Domain FBA/BIP
Wraparound
Illinois PBIS Network, Revised May 15, 2008
Adapted from T. Scott, 2004
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System - Checklist
• What is the process?
• How do I refer?
• How do I complete the
form?
• What is the purpose of the
form?
• What should I expect to
happen when I complete a
minor/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?
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Developing Appropriate
Definitions of Problem
Behaviors
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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.
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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
• Behavioral expectations must be TAUGHT to
FLUENCY
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About Culturally
Responsive Practices…
Nationally, and state wide, students of color are generally referred
for subjective behaviors (disrespect, blurting out, defiance) and
white students are referred for objective behaviors (aggression,
alcohol/tobacco, attendance).
Teams need to consider and examine the experiences of all students
as well as the experiences of all staff for cultural differences.
If differences are noted, behavioral expectations need to be taught
to FLUENCY for ALL students and emphasis placed on use of
acknowledgement to build fluency as opposed to just using
consequence for violation.
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Code switching or cultural capital
• helping students differentiate between what is
expected at home and in the community versus at
school
• building mastery around what is expected at school
• respecting what has been taught, and continues to
be reinforced, outside of school.
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SWIS Compatible Definitions
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SWIS section
Operationally defined
• Problem behaviors
• Locations
• Possible motivations
• Others involved
• Administrative decisions
• Disaggregation by disability and ethnicity
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Risk Ratios: System and
Student Outcome
Risk Ratio is based on disaggregated ODR and suspension data
RISK RATIO CALCULATOR is in supplemental files folder
of tier I training
% of subgroup enrollment with an outcome (ODR, suspension, etc)
divided by
% of white enrollment with same outcome
e.g., 85% of Latino/Latina students received ODR
42.5% of white students received ODR
Risk for white students is 1.0; ratio below 1.0 decreased risk, ratio
above is increased risk
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Developing Behavior
Tracking Forms
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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
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Minor Discipline Incidents
Defined
Discipline incidents that can be handled by staff
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 and where the
consequence should be delivered
* These incidences are still tracked but the consequence is
delivered in the classroom
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Emergency or Crisis Incidents
Defined
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.
Purpose
Maintain order and safety during emergency situations
Each school is urged to consult their district and school
policies for emergency/crisis incidents
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T- Chart
List Minor Problem Behaviors
List Major Problem Behaviors
• Eating, drinking, chewing gum • Defiance/disrespect/
non-compliant
• Disruption
• Abusive or inappropriate
• Horseplay
language
• Defiance to another student
• Fighting or physical
• Pushing or shoving
aggression
• Lying/cheating
• Disruption
• Public display of affection
• Theft/forgery
• Writing on school property
• Property damage/vandalism
• Disrespect, minor to another
• Use or possession of
student or another student’s
drugs/alcohol
belongings
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Characteristics of a SWISCompatible 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).
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What is an ODR?
What it IS:
• Kid & Staff Member - Administrator interaction
• Underestimation of actual behavior
• Piece of information used to make decisions
• Data point
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What is not an ODR?
What it IS NOT:
• Punishment
• A Reflection on teacher’s skills
• A way to change or re-teach behavior
• A first attempt at correcting behavior
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ODR Forms
• Answer 5 questions on each referral form:
Who, Why, What, When & Where?
• Clarity on the referral form takes the guesswork
out of the data entry person’s job
• Data will be more reliable and accurate as
judgment calls are minimized
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Characteristics of a SWISCompatible Referral Form
• Student’s name
• Problem behavior
• Date
• Possible motivation
• Time of incident
• Others involved
• Student’s teacher
(optional)
• Administrative
decision
• Student’s grade level
• Other comments
• Referring staff
• No more than 3 extra
info.
• Location of incident
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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
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Goal of Minor 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)
• As minor behavior occurs, it must be retaught
to build fluency.
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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)
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Defining a “Minor”
• Generally, a minor is defined as any behavior on the
“classroom managed” side of the T chart.
• Repeated minors (conversion rule) becomes an ODR data
point (a major).
• The existence of a minor behavior does not make it a minor
• When the minor behavior is significant or frequent enough
that it causes the staff person to halt instruction or activity to
engage the student in the re-teaching process, that makes it a
minor.
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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)
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Developing a Coherent
Office Discipline Referral
Process
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ODR 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 perceptions regarding
the school’s responsiveness to problem behavior
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Discipline Referral Process
• The next step in establishing a data-based decisionmaking 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
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Completed ODR Process
• Contains definitions of: major discipline
incidents, minor 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
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Observe Problem Behavior
Warning/Conference with Student
No
Use Classroom
Consequence
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
Is behavior
office
managed?
Yes
Classroom
Managed
Office
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
•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
Write referral to
office
Administrator
determines
consequence
Administrator
follows through
on consequence
Administrator
provides teacher
feedback
SIDE BAR on Minor Incident Reports
•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
writing, seat change)
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Activity: Putting It All Together
1. Review SWIS behavioral definitions, create
a t-chart of major and minor behaviors.
2. Create or refine your office discipline
referral form. Be sure to capture majors
and minors.
3. Create a flow chart or other narrative that
outlines your referral process.
T-Charts
Behavior Definitions
SWIS Definitions Example
Flow Charts
4. Create a plan for orienting staff to T-chart,
referral form, flow chart.
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Complete Module C:
Effective Procedures for
Dealing with Discipline
Self Assessment and Action Plan
Statements 7-12
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Critical
Benchmarks of Quality/Goal
Element
Status
In Place
Partially
Not In
Place
7. Discipline process described in narrative format or depicted in graphic format
 Team has established clear, written procedures that lay out the process
for handling both major and minor discipline incidents
8. Process includes documentation procedures
 There is a documentation procedure to track both major and minor
behavior incidents
9. Discipline referral form includes information useful in decision making
 Information on the referral form includes ALL of the required fields:
Module C
Student’s name, date, time of incident, grade level, referring staff,
Effective
location of incident, race, problem behavior, possible motivation, others
Procedures
involved, and administrative decision
for
10. Behaviors defined
Dealing
 Written documentation exists that includes clear definitions of all
with
behaviors listed
Discipline 11. Major (administrator managed) and minor (staff/faculty managed)
behaviors are clearly identified/understood
 Most staff members are clear about which behaviors are staff managed
and which office managed are. (e.g., appropriate use of office referrals).
Those behaviors are clearly defined, differentiated and documented.
12. Suggested array of appropriate responses to minor (staff/faculty managed)
problem behaviors
 There is evidence that most staff members are aware of and use an array
of appropriate responses to minor behavior problems
Implementation
Plan
How? Who?
When?
Use Modules and
Snapshot to guide
process