Transcript Document

SWPBIS
Day 3: Universal Curriculum
Defining Behaviors
and
Establishing a Data System
for Behavior
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8/24/2010
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Outcomes
• Establish importance of data collection for
progress-monitoring
• Define office vs. classroom handle
problem behaviors and define how each
type of behavior problem is handled in a
flow chart display.
• Review and revise office discipline referral
forms.
• Design Universal system for SWPBIS
kickoff.
8/24/2010
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Data Help Us Answer Critical
Questions
• Initial needs
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Where should we focus our efforts?
• Level of implementation
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How well are we putting in place?
• Impact on student outcomes
o
Are we achieving our valued outcomes?
Data Help Us Generate
Solutions!
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Improving Decision-Making
From
To
Problem
Problem
Solution
Problemsolving
Information
Solution
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What Data Should We Collect?
• Use What You Have
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Office referrals
Detentions
Suspensions
Attendance
Tardies
Serious incidents
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Office Discipline Referrals
and The BIG 5!
• Examine office discipline referral rates and
patterns
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Major Problem events
Minor Problem events
• Ask the BIG 5 questions:
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How often are problem behavior events occurring?
Where are they happening?
What types of problem behaviors?
When are the problems occurring?
Who is contributing?
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Lang.
Defiance
Disrespect
Harrass Skip
12:00
Cafeteria Class Commons Hall
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Building Precise Problem Statements
• Primary Statements
o
Indicate a discrepancy between what we have
and what we want.
• Precise Problem Statements:
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Indicate the problem with sufficient precision to
allow problem solving
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Classroom Managed vs.
Office Managed
Problem Behaviors
Minors vs. Majors
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Elementary School Example
Teacher Managed Behavior
• Attendance/Tardy – Inform
parents on effect on academic
performance
• Profanity directed at student
• Gum chewing
• Homework
• No supplies
• Tattling
• Non-compliance
• Name calling
• Lying
• Minor stealing
• Cheating
• Dress Code Violations
• Minor Harassment
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Office Managed Behavior
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Attendance/Tardy
Vandalism
Substances
Defiance
Weapons
Profanity directed at Adults
Major disruptions
Fighting
Verbal/Physical intimidation
Major stealing
Cutting school
Wanderers
Gang Related Activity
Chronic Dress Code Violation
Harassment (including sexual)
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Middle School Example
Teacher Managed Behavior
• Excessive talking
• Attendance tardy inform parents
• Off task (Disruptive)
• Gum/Food/Candy
• Drinks
• Missing Homework
• Not prepared for class
• Name calling
• Dishonesty
• PDA
• Running in Hall
• Passing notes
• Backtalk directed at Adults
• Cheating/Plagiarism
• Writing on school property
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Office Managed Behavior
• Attendance Tardy
• Insubordination
• Fighting
• Vandalism
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Verbal/Physical Intimidation
Weapons, threats
Gang Representation
Cutting class/school/teacher
detention
Theft
Drug Violations
Directed Profanity
Harassment (incl. sexual)
Controlled Substances
Security threat/breach
Lewd notes
Repeated Backtalk (3)
Repeated PDA
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Dress Code
High School Example
Teacher Managed Behavior
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Excessive talking
Attendance tardy inform parents
Off task
Drinks/Food/Gum (with clear
expectation for your class)
Missing Homework
Not prepared for class
Inappropriate Language
Lying
Dishonesty
Dress code violating
PDA
Hallway Disruption
Passing notes
Cheating/Plagiarism
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Office Managed Behavior
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Attendance Tardy
Insubordination
Fighting
Vandalism
Verbal/Physical Intimidation
Weapons
Gang Representation
Cutting class/school/teacher detention
Theft
Drug Violations
Directed Profanity
Arson
Harassment
Controlled Substances
Threats
Security threat/breach
Lewd notes
Repeated/Severe Offenses
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ACTIVITY
Using T-charts:
• Identify teacher managed behaviors
• Identify office managed behaviors
• Identify consequences for teacher
managed and office managed behaviors
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T- CHART OF BEHAVIOR
Teacher Managed
Behavior
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Office Managed
Behavior
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T- CHART OF CONSEQUENCES
Teacher Managed
Behavior
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Office Managed
Behavior
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Code of Conduct vs. SWPBIS
Legal and Documented Approach
vs.
Changing Behavior Approach
Which happens more often in your
school?
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Minors vs. Majors
Flowchart
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General Procedure for Dealing with
Problem Behaviors
Observe problem
behavior
Find a place to talk with
student(s)
NO
Is behavior major?
YES
Ensure safety
Write referral and
Escort student to office
Problem solve
Problem solve
Determine
consequence
Determine
consequence
Follow procedure
documented
Follow
documented
procedure
NO
File necessary
documentation
Does
student
have 3?
YES
Send referral to
office
Follow up
with student
within a
week
Follow
through with
consequences
File necessary
documentation
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Documenting and Defining
Minors and Majors
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Office Discipline Referral Form
Name: _________________________ Grade: _____ Date: _____
Referring Person: ________________________Time: ________
Others involved: None Peers Staff Teacher Substitute Unknown Other
Problem Behavior
Major
Abusive
language
Fighting/
physical
aggression
Harassment
Overt
defiance
Other_____
Minor
Inappropriate
language
Disruption
Property
misuse
Noncompliance
Other_____
Consequence
Lose privilege
individual instruction
Conference
In-school suspension
Location
Hallway
Cafeteria
Library
Restroom
Office
Parking lot
Classroom
On bus
Special event
Common
area
Other_____
Possible Motivation
Attention from
peers
Attention from
adults
Avoid peers
Avoid adults
Avoid work
Obtain items
Don’t know
Other_____
Parent contact
Out-of-school suspension
Time in office Other________________
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ACTIVITY
• Revise current office discipline referral
form
• Define minors and majors behaviors
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Data System
• Decide which behaviors are managed in the classroom
and which behaviors are sent to the office
• Support teachers in designing classroom systems
• Brainstorming continuum of procedures for responding
to ODRs:
Verbal reprimands
Detentions
Community service
Re-teaching of expected behavior
Follow up with increased acknowledgment
• Additional responses/options for intense/chronic kids
8/24/2010
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Beginning of the Year:
Staff & Student Kickoff
8/24/2010
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Team Implementation Checklist
8/24/2010
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