Transcript Getting Started - Norman Public Schools

Effective Procedures for Dealing with
Discipline
C.
Effective
Procedures for
Dealing with
Problem
Behaviors
7.
Discipline process described in narrative format or depicted in graphic format
a.
Team has established clear, written procedures that lay out the process for handling both major and minor
discipline incidents
8.
Discipline process includes documentation procedures
a.
There is a documentation procedure to track both major and minor behavior incidents
9.
Discipline referral form includes information useful in decision making
a.
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.
Problem behaviors are defined
a.
Written documentation exists that include clear definitions of all behaviors listed
11.
Major/minor behaviors are clearly differentiated
a.
Most staff members are clear about which behaviors are staff managed and which are sent to the office. (e.g.,
appropriate use of office referrals). Those behaviors are clearly defined, differentiated and documented
12.
Suggested array of appropriate responses to major (office-managed) problem behaviors
a.
There is evidence that all administrative staff members are aware of and use an array of predetermined
appropriate responses to major behavior problems
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?
• 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?
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Tier 2/
Secondary
Check-in/
Check-out
Social/Academic
Instructional Groups
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Individualized CheckIn/Check-Out, Groups &
Mentoring (ex. CnC)
Tier 3/
Tertiary
Brief Functional Behavioral Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Illinois PBIS Network, Revised Aug.,2009
Adapted from T. Scott, 2004
Wraparound
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?
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.
SWIS Definitions Example
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
SWIS Compatible Definitions
www.swis.org
Also in example section
• Operationally defined
– Problem behaviors
– Locations
– Possible motivations
– Others involved
– Administrative decisions
Behavior Definitions
Developing Behavior
Tracking Forms
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 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
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
T- Chart
List Minor Problem Behaviors
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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
List Major Problem Behaviors
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Defiance/Disrespect/Non-Compliant
Abusive or inappropriate Language
Fighting or Physical Aggression
Disruption
Theft/Forgery
Property Damage/Vandalism
Use or Possession of Drugs/Alcohol
T-Charts
Characteristics of a 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)
What is an Office Discipline Referral (ODR)?
• What it IS:
– Kid - Staff Member - Administrator interaction
– Underestimation of actual behavior
– Piece of information used to make decisions
– Data point
What is not an Office Discipline Referral (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
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 accurate as
judgement calls are minimized
Characteristics of a 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
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 perceptions
regarding the school’s responsiveness to
problem behavior
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
The Completed Office Discipline Referral 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
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)