1. Click to edit Master title style Click to edit Master subtitle style 10/20/20151 If you modify this powerpoint, update the version information below. This slide is hidden from slideshow Version 9.28.11 – Justyn Poulos

2. Click to edit Master title style Click to edit Master subtitle style 10/20/20152 C. Effective Procedures for Dealing with Discipline

3. Click to edit Master title style Click to edit Master subtitle style 10/20/20153 Critical Element/Trainer Presentations PBIS Implementation GoalWorkbook Examples and Tools 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 Module C Snapshot T-Chart Module C – Self- Assessment and Action Plan Jefferson Behavior Flow Chart Wilson Flow Chart WI PBIS Network Examples 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 ODR Example - SWIS 10.Problem behaviors are defined a.Written documentation exists that include clear definitions of all behaviors listed Behavior Definitions - SWIS 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 Locust Lane T Chart Robbins T Chart Hamilton T Chart Leopold T Chart Spring Harbor T Chart 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 Worchester Pocomoke El. Behavior Framework

4. Click to edit Master title style Click to edit Master subtitle style 10/20/20154 Information System 1. Effective Procedures for Dealing with Problem Behaviors 2. Computer Application 3. Decision Making

5. Click to edit Master title style Click to edit Master subtitle style 10/20/20155 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?

6. 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Group w. individual feature Complex FBA/BIP Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/ BIP Brief FBA/BIP WRAP Secondary Systems Team Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Sept. 1, 2009 Universal Team Universal Support Grey-scale all but universal Plans SW & Class-wide supports

7. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Check-out Individualized Check- In/Check-Out, Groups & Mentoring (ex. CnC) Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP Wraparound ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

8. Click to edit Master title style Click to edit Master subtitle style 10/20/20158 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?

9. Click to edit Master title style Click to edit Master subtitle style 10/20/20159 Developing Appropriate Definitions of Problem Behaviors

10. Click to edit Master title style Click to edit Master subtitle style 10/20/201510 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

11. Click to edit Master title style Click to edit Master subtitle style 10/20/201511 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

12. Click to edit Master title style Click to edit Master subtitle style 10/20/201512 SWIS Compatible Definitions www.swis.org Also in example section Operationally defined – Problem behaviors – Locations – Possible motivations – Others involved – Administrative decisions Behavior Definitions

13. Click to edit Master title style Click to edit Master subtitle style 10/20/201513 Developing Behavior Tracking Forms

14. Click to edit Master title style Click to edit Master subtitle style 10/20/201514 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

15. Click to edit Master title style Click to edit Master subtitle style 10/20/201515 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

16. Click to edit Master title style Click to edit Master subtitle style 10/20/201516 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

17. Click to edit Master title style Click to edit Master subtitle style 10/20/201517 T- Chart List Minor 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 List Major Problem Behaviors – 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

18. Click to edit Master title style Click to edit Master subtitle style 10/20/201518 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)

19. Click to edit Master title style Click to edit Master subtitle style 10/20/201519 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

20. Click to edit Master title style Click to edit Master subtitle style 10/20/201520 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 What is not an Office Discipline Referral (ODR)?

21. Click to edit Master title style Click to edit Master subtitle style 10/20/201521 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

22. Click to edit Master title style Click to edit Master subtitle style 10/20/201522 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.

23. Click to edit Master title style Click to edit Master subtitle style 10/20/201523 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

24. Click to edit Master title style Click to edit Master subtitle style 10/20/201524 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)

25. Click to edit Master title style Click to edit Master subtitle style 10/20/201525 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)

28. Click to edit Master title style Click to edit Master subtitle style 10/20/201528 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)

29. Click to edit Master title style Click to edit Master subtitle style 10/20/201529 Developing a Coherent Office Discipline Referral Process

30. Click to edit Master title style Click to edit Master subtitle style 10/20/201530 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

31. Click to edit Master title style Click to edit Master subtitle style 10/20/201531 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

32. Click to edit Master title style Click to edit Master subtitle style 10/20/201532 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

33. Flow Charts

34. Click to edit Master title style Click to edit Master subtitle style 10/20/201534 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. 4.Create a plan for orienting staff to T-chart, referral form, flow chart. Flow Charts T-Charts Behavior Definitions SWIS Definitions Example

35. Click to edit Master title style Click to edit Master subtitle style 10/20/201535 Complete Module C: Effective Procedures for Dealing with Discipline Self Assessment and Action Plan Activity