1. School-Wide Positive Behavioral Interventions & Supports: New Team Training Acknowledgement Program Established Day 2

2. Critical Features 1. PBIS Team 2. Faculty/Staff Commitment 3. Expectations and Rules Developed 4. Develop Plans for Teaching Expectations/Rules 5. Acknowledgement Program Established 6.Effective Procedures for Dealing with Problem Behaviors 7.Data Entry and Analysis Plan Established 8.Classroom Behavior Systems 9.Evaluation 10.Implementation Plan

3. Change your words, change your world

4. Activity: Changing our words Negative Positive

5. Responding to Inappropriate Behavior Cool tool

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8. Clear set of definitions for all categories on the office discipline referral form exists. Once behaviors are defined, all faculty, staff, administration, students and families will need to be trained on the definitions.

9. All problem behaviors are covered 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.

10. 10 Repetitive misbehavior may indicate the student does not understand the expectation. Determine if the misbehavior a skill deficit or a performance deficit. Chronic minor misbehaviors may require office referral.

11. When do minor behaviors cross the line and become major office referrals Minor (faculty/staff) Major (Administration) Defiance Disrespect Disruption Physical Contact

12. Activity: 1.Choose one of the problem behaviors frequently observed in your discipline data; e.g., disruption 2.Identify behaviors that would be minor and major 3.Also determine if there are any considerations for special circumstances and/or students 12

13. Team Time 13

14. Develop a Process Flow Chart Create a flow chart to guide student behavior management Keep it as simple as possible Keep it as clear as possible

15. Define Behavior Expectations Model Appropriate Behavior Observe Problem Behavior Decide: Is the behavior office managed? Write referral to the office Use the following teacher consequences: (Must be documented prior to writing office referral for Teacher Managed Behaviors.) Parent contact is a MUST! 1 st Offense: Student/Teacher Conference (Warning) 2 nd Offense: Teacher determined consequence (i.e. lunch or after-school detention, seat change, loss of privilege) 3 rd Offense: Teacher determined consequence + Parent Contact 4 th Offense: Office Referral Teacher Managed BehaviorsOffice Managed Behaviors Language Minor Insubordination Lateness Calling Out Minor Throwing Non-Performance or Refusing to Work Preparedness Minor Dishonesty Disrespect Disruption Inappropriate Tone or Attitude Dress Code Violation (send to the office) Food or Drink Gum Running in the Halls/Horseplay Chronic Minor Infractions (x3) Failure to Comply with Teacher Consequences Cell Phone(confiscate) Fighting or Aggressive Physical Contact Profanity Towards Teacher Major Insubordination Weapons Harassment Bullying Academic Dishonesty Skipping Class Drugs/Alcohol Smoking Vandalism Theft Threats Gambling PDA Administrator Restates Behavior Expectation with Student Administrator Issues Appropriate Consequence Administrator Contacts Parents Administrator Provides Teacher Feedback + + + NOYES Per Marking Period

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17. Data Fields to Include on Office Discipline Referral Forms Student’s Name Date Time of Incident Location of Incident Student’s Teacher Student’s Grade Level Referring Staff Others Involved Problem Behavior Possible Function or Reason (Motivation) What was happening before the behavior (antecedent)? Possible consequences Administrative decision Other Comments

18. Purpose of Office Referral?

19. Why should you document MINOR incidents? To identify practices that prevent minor classroom behaviors from occurring or escalating (classroom behavior that is interrupting instruction) To identify possible staff professional development needs To communicate with families using data to facilitate effective and collaborative problem solving

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21. Procedure 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?

22. 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?

23. The 10 Critical Elements BENCHMARKS OF QUALITYA, IP, NNotes Effective Procedures for Dealing with Discipline Progress Monitoring 7. Discipline process described in narrative format or depicted in a graphic format 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 BoQ Action Planner

24. Team Time 24