Transcript Discipline Plan: Getting on the Same Page

Discipline Plan:
Getting on the Same
Page
Excerpt from July 2011 DE-PBS SW Training
Key Feature
• Recognize the critical importance of correcting
misbehavior using a combination of evidencebased techniques for increasing appropriate
behavior and decreasing use of inappropriate
techniques.
4 Components of Comprehensive Schoolwide Discipline and 4 of the
KEY Features of PBS in Delaware
Prevention
Correction
Developing
Self-Discipline
Additional
Supports and
Resources
Note: Each Component
Would Include Use of Praise,
Rewards, and Punishment,
BUT Much More
Long-term aim =
Self-Discipline
Elements of a School-wide Discipline
Plan
• Common approach to discipline – positive, proactive,
preventative.
– Clear set of expected positive behaviors.
– Procedures for teaching expected behaviors.
– Continuum of procedures for encouraging expected
behavior
• Correction: Continuum of procedures for
discouraging inappropriate behavior.
• Procedures for on-going monitoring and evaluation.
Correction as a
Teaching Opportunity
• Recognize the limitations of punishment and
therefore focus on preventing misbehavior.
• Use of punishment in combination with other
more positive techniques when correcting
misbehavior.
– Providing teacher guidance and support
– Reteaching desired behaviors
– Reinforcing desired behaviors
Self-discipline in Correction
• Strategies and techniques for correction
promote individual responsibility for one’s
behavior.
• Teach students problem solving strategies
that they can use to help prevent the
behavior from recurring.
• Encourage reflection upon the impact of their
behavior on self and others.
.
Think about current referral process . . .
• How long do ODRs take to get processed? Do
staff receive feedback?
• Who enters ODRs?
• Who has access to reports?
• What strategies are done before sending a
student out of the room?
• What strategies are used after an ODR?
Strategies to Support the Referral
Process
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Consistent and judicious enforcement of rules
Awareness of rules and policies
Classroom vs. Office Managed
Referral Form Components
Defining Form Fields
Classroom vs. Office Managed
• Staff should know what problems are officemanaged and what problems are classroom–
managed
• How is this documented?
– Referral form
– Flow chart
– Handbook
• How is this shared?
• Do staff receive feedback in a timely manner?
General Procedure for Dealing with Problem Behaviors
Observe problem
behavior
No
Find a place to talk
with student(s)
Yes
Is the behavior
major?
Ensure safety
Problem Solve
Write referral &
Escort student to
office
Determine
consequence
Problem solve
Follow procedure
documented
Determine
consequence
Follow documented
procedure
Etc.
Adapted from procedure 2.0 A. Todd U of Oregon
Etc.
Referral Form Components
• Comprehensive yet easy to complete referral form
will support clean data
• Clear distinction between problem behaviors that
staff manage themselves rather than sending the
office.
• There a set of definitions that clearly define all
categories on the office discipline referral form.
Ideal Referral Form Components
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•
•
•
•
•
Student Name
Date
Time of incident
Grade Level
Referring Staff
Location
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Problem Behavior
Possible Motivation
Others Involved
Administrative Decision
Other
Remember to use checkboxes whenever
possible and minimize writing which can be
subjective.
Defining Behaviors – Minor Examples
Minor Behaviors
Definition
Inappropriate verbal language
Student engages in low intensity
instance of inappropriate
language
Defiance/ disrespect/ noncompliance
Student engages in brief or lowintensity failure to respond to
adult requests
Tardy
Student arrives at class after the
bell (or signal that class has
started).
Defining Behaviors – Major Examples
Major Behaviors
Definition
Disruption
Behavior causing an interruption in a class or
activity. Disruption includes sustained loud
talk, yelling, or screaming; noise with
materials; horseplay or roughhousing; and/or
sustained out-of-seat behavior.
Harassment/Bullying
Student delivers disrespectful messages
(verbal or gestural) to another person that
includes threats and intimidation, obscene
gestures, pictures, or written notes.
Disrespectful messages include negative
comments based on race, religion, gender,
age, and/or national origin; sustained or
intense verbal attacks based on ethnic origin,
disabilities or other personal matters.
Defining Location
Hallways
Areas designated for passing
from one activity/ class to
another
Common Areas
Areas shared by students and
staff for specific activities.
Bus Area
The area used for bus loading
and unloading.
Discipline Plan Action Steps
Is our referral form compatible?
Are the referral form fields defined?
Is it clear which behaviors are referred to
the office vs. classroom managed?
Do we have a documented system for
dealing with behavioral violations that does
not focus only on the use of punishment?