C. Effective Procedures for Dealing with Discipline

Critical Element PBIS Implementation Goal C. Effective Procedures for Dealing with Discipline 7. Discipline process described in narrative format or depicted in graphic form 8. Discipline process includes documentation. 9. Discipline referral form includes information useful in decision making 10. Problem behaviors are defined. 11. Major/Minor behaviors are clearly differentiated. 12. Suggested array of appropriate responses to major (office- managed) problem behaviors

Objectives Understand the importance of a data collection system Identify minor and major incidences Evaluate current Office Discipline Referral Form Evaluate current referral process within school

Information System 1.Effective Procedures for Dealing with Problem Behaviors 2. Computer Application 3. Decision Making

Considerations Activity (C1) Information System Data System

Definitions Referral Process Establishing a Data-based Decision-making System Referral Form

Data System Definitions Referral Process Establishing a Data-based Decision-making System Referral Form

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)

Major Discipline Incidents Defined Discipline incidents that must be handled by the administration. 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 the classroom teacher and usually do not warrant a discipline referral to the office*. 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* Discipline incidents that require immediate response from administration and/or crisis response team. Purpose Maintain order and safety during emergency situations.

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- Chart Activity (C2) 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 Use the blank chart (C2) to begin to develop a chart to fit your school

What is the purpose of an Office Referral? Intervention or way to gather information? Both?

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 judgment calls are minimized

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.

ODR Activity (C3) 1.Use the “Effective ODR Characteristics” (C3) to review your ODR to determine if there are any improvements that need to be made. 2. Be sure to identify one person on your team to take notes about your discussion and improvements that need to be made.

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)

Data System Referral Form Referral Process Establishing a Data-based Decision-making System Definitions

Appropriate Definitions of Problem Behaviors Problem behaviors must be operationally defined.

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

Definitions of Problem Behaviors All problem behaviors are identified and defined and none of the definitions overlap Consistent definitions make data collection much more accurate and reliable The addition of minor problem behaviors assists in the summary of minor infractions

SWIS Compatible Definitions Activity (C4) A complete list of problem behaviors, as well as, locations, possible motivations, others involved, and administrative decisions are all operationally defined on the SWIS web-site ( ) and also in the example section. Look over the definitions from your workbook and discuss how these will work with in conjunction with your major and minor referrals.

Data System Definitions Referral Form Establishing a Data-based Decision-making System Referral Process

Discipline Referral Process –Coherent –Predictable This process is defined, taught, and agreed upon with all staff.

The Completed Office Discipline Referral Process Contains definitions of: –major discipline incidents, –minor discipline incidents, –crisis incidents, –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

Office Discipline Referral Process Activity (C5) Evaluate your schools current discipline process and procedures. Considerations: 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

Activity C6 Action Steps Assessment C: Effective Procedures for Dealing with Discipline –Complete form using team consensus –For each of the items, determine status (A-Achieved; I-In Progress; N-Not Started) –Discuss areas of strengths and needs –List at least 2 action steps to strengthen areas of need