1. BoQ Critical Element: Effective Procedures for Dealing with Discipline

2. 7. Discipline process described in narrative format or depicted in graphic format 8. Process includes documentation procedures 9. Discipline referral form includes information useful in decision making 10. Problem behaviors are defined 11. Major / minor behavior clearly differentiated

3. BoQ Critical Element: Effective Procedures for Dealing with Discipline 12. Suggested array of appropriate responses to major (office-managed) problem behaviors  Discipline process (documented procedures and behavioral definitions) is shared with families  The differentiations between major and minor problem behaviors is clear to families Adapted from Maryland PBIS & FL PBIS Project

4. BoQ Critical Element: Effective Procedures for Dealing with Discipline  Communication with families occurs as problem behaviors arise  Families are invited to participate in coordinating interventions between home and school for their child.  Stakeholders from different backgrounds are involved in designing the discipline process to minimize cultural bias

5. BoQ Scores by Element All Colorado PBIS Schools

7. Does the Traditional Approach to Discipline Work?  A Colorado High School with a total attendance of 740 students has 8000+ tardies and absences  In one semester, a middle school gave out 277 three-day out of school suspensions, for a total of 831 days of missed instructional time by those students  Zero Tolerance policy leads to a drill team participant being expelled and an 8 th grade student being arrested for writing on a desk  A 4 th grade student was pepper-sprayed by police for significantly disrupting the learning environment

8. Effective Procedures for Dealing with Discipline Data System Definitions Referral Form Referral Process

9. Data System Referral Form Referral Process Effective Procedures for Dealing with Discipline Definitions

10. Clear, Mutually Exclusive Definitions of Behavior  Come to an agreement of what behaviors “look like” in our environment  Provides a common understanding and accounts for differing tolerance levels  Increases consistency among adults (including family members)  What does tardy mean?  What’s the difference between a major inappropriate language violation and a minor inappropriate language violation?

11. Clear, Mutually Exclusive Definitions of Behavior  All problem behaviors are covered and none of the definitions overlap  Consistent definitions make data collection much more accurate and reliable  Encourage shared understanding and responsibility between home and school  The addition of minor problem behaviors assists in the summary of minor infractions

12. Culturally Responsive Definitions  Example:  Disrespect: student engages in refusal to follow directions, talks back and/or delivers socially rude interactions  “Refusal to follow directions” – might be due to culturally conditioned perceptions of what constitutes and does not constitute a command (Delpit, 1992)  “talking back” – might be an expression of a culturally specific communication style (Cartledge & Milburn, 1996)  “socially rude” – varies from culture to culture  Involve stakeholders from different backgrounds to minimize cultural bias

13. Behavior Definitions

15. Bullying/Harassment  Consider adding specificity for intervention planning: TypeMode Religious/creed Racial Sexual Gender/Sexual Orientation Ability National Origin/Ancestry Intimidation Hazing Relational Aggression Written Verbal Physical Cyber - Social Networking Cyber - Email Cyber – Text Cyber - Other *Note: These harassment/bullying types match the enumerations listed within CO HB 11-1254.

16. Team Time  Compare and contrast your site’s behavior categories with SWIS behavior categories  Review and refine definitions of behavior  Determine how get feedback to/from staff, students and families  Complete action plan section (Discipline Procedures) identifying goals and tasks to be completed Outcomes

17.  Do you have behavioral definitions?  Do you need to review and revise any definitions of problem behavior? If yes, which ones?  How can you get staff, student and family input on the definitions?  Do the staff, students and families know and consistently use the definitions? If no, how can your team review the definitions with staff, students and families?  Do your behavioral expectations reflect cultural sensitivity? Team Time Reflection Questions

18. Office - Managed vs. Classroom-Managed Behaviors  “Classroom - Managed” Handled by the teacher No administrative action needed May still want documentation to track trends “minors”  “Office - Managed” Handled by an administrator Administrative action needed “majors”

19. T – Chart of Behavior  Classroom Behavior  Office Behavior

20. T – Chart of Behavior Elementary Example Teacher-Managed - Attendance / Tardy - Profanity directed at student - Gum chewing - Homework - No supplies - Tattling - Non-compliance - Name calling - Lying - Minor stealing - Minor disruption - Cheating - Minor harassment - Dress code violations Office-Managed - Repeated attendance/tardy - Vandalism - Substance abuse - Weapons - Repeated disruptions - Fighting - Profanity directed at adults - Verbal/physical intimidation - Chronic dress code violation - Bullying / harassment - Gang-related activity - Major stealing - Defiance

21. T – Chart of Behavior Secondary Example Teacher-Managed - Excessive talking - Attendance / Tardy - Profanity directed at student - Gum /food/candy/drinks - Missing homework - Not prepared for class - Dishonesty - Non-compliance - Name calling - PDA - Passing notes - Minor disruption / off-task - Cheating / plagiarism - Running in hall Office-Managed - Repeated attendance/tardy - Vandalism - Substance abuse - Weapons - Repeated disruptions - Fighting - Profanity directed at adults - Verbal/physical intimidation - Theft - Repeated PDA - Gang-related activity - Dress code - Insubordination - Bullying/Harassment

22. Other Examples…

23. Team Time  Identify which behaviors in your school are:  Majors (office-managed)  Minors (classroom-managed)  Blank in your training manual  Determine how to get feedback to/from staff  Complete action plan section (Discipline Procedures) identifying goals and tasks to be completed Outcomes

24.  Do you need to review and/or revise which items are categorized as major, minor or crisis?  How can you get faculty input on which behaviors are majors or minors?  Do the faculty at your school know which behaviors are major, minor or crisis?  How can your team review the major, minor and crisis incidents with staff? Team Time Reflection Questions

25. Data System Referral Form Referral Process Effective Procedures for Dealing with Discipline Definitions

26. 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

27. What is 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

28. Why use ODRs in a PBIS school? Simply too cumbersome to collect all positive recognitions if given in the 5:1 ratio!

29. Characteristics of an Effective Referral Form The following categories must be included on the form:  Student’s Name  Date  Time of Incident  Student’s Grade Level  Referring Staff  Location of Incident  Problem Behavior  Possible Motivation  Others Involved  Administrative Decision  Other Comments

30. Office Discipline Referral (ODR) Forms  In formatting the referral form, you must make sure to answer the following questions: WhoWhy WhatWhen 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 judgment calls are minimized

31. Some Examples…

32. Team Time  Review your current Office Discipline Referral Form and check for compatibility with SWIS  Revise or create form to include SWIS- required categories  Determine how to present this discipline referral form to the staff  Complete action plan section (Discipline Procedures) identifying goals and tasks to be completed Outcomes

33. Data System Referral Form Referral Process Effective Procedures for Dealing with Discipline Definitions

34. Discipline Referral Process  Ensure that a school has a predictable Discipline Referral Process.  Graphic form (flowchart)  Narrative form  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

35. Discipline Referral Process  Purpose:  Makes the process of handling a discipline issue transparent  Enhances consistency when dealing with problem behavior  Builds trust and communication  Staff, students and families

37. More examples…

39. Discipline Process 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 to 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?  At what point are families included in the process? Adapted from PBIS Maryland

40. Team Time Evaluate current discipline process and procedures Determine if the discipline referral process is meaningful and effective Revise and/or create your discipline process Identify ways to get feedback to/from staff on discipline process Complete action plan section (Discipline Procedures) identifying goals and tasks to be completed Outcomes

41.  Do you have an identified discipline process?  Is it in a flow chart or narrative format?  What is working about it? What is not?  Is it utilized?  How do we take it to the next level of implementation?  How will we get feedback to/from staff, students and families on the process? Team Time Reflection Questions

42. Day 1 Wrap-up Final thoughts/questions?

43. Day 1 Wrap-up  On your notecard at your table, write:  Can keep it or turn it in

44. Day 1 Wrap-up  Day 2  8:00 a.m. registration, 8:30 – 4:00 p.m. content  Pre-read article “The Building Blocks of Positive Behavior”  Please bring:  Discipline Data  School-wide Expectations  Teaching Matrix  Lesson plans  Anything you need to keep working on from Day 1

45. The contents of this training were developed under a grant from the US Department of Education, #H323A090005. However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jennifer Coffey, PhD.