1. Correction System: Responding to Problem Behavior Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei

2. PBS Big Ideas Commitment to serve ALL students  Set students & staff up to be successful  Proactive is better than reactive Increase participation in school & academic success  LIMIT LOSS OF INSTRUCTIONAL TIME Reduce use of exclusionary & punitive strategies  Time in Hall, Time in Office, Suspension, Detention

3. PBS Big Ideas Prevention is the BEST medicine School-wide -- First responses to problem behavior should be seen as an instructional opportunity for social behavior Instead of focusing on punishment, focus on the remediation & instruction of alternative, desired behavior

4. Caution: Consequence Systems Too often consequences for negative behavior is the only behavior management plan schools or teachers have  “If your only tool is a hammer, every problem becomes a nail” Only after teaching, reinforcing & providing opportunities to practice the expected behavior do we earn the right to use negative consequences

6. Bigger, tougher Consequences is NOT what we mean by a Correction System

7. Responding to Problem Behavior GOAL = Changing Behavior We will still use negative consequences in schools  Why? Because they are effective for many students (students in the Green Zone) BUT… too often we keep using negative consequences when they are not effective in changing behavior  Then missed instructional time and negative feelings instead exacerbate the problem behavior  Happens once… shame on student – Happens three, four, ten times… shame on me

8. Students with Recurring Problem Behavior Too often we continue to do the same thing (often punitive) and expect different results Often student problem behavior is helping students to get exactly what they want  Avoid difficult tasks  Obtain attention from peers or adult Build Systems of Support  Yellow Zone & Red Zone Systems

9. Responding to Misbehavior

10. Misbehavior Happens: Provide staff with guidelines for responding Options for responding to misbehavior in the classroom “Defusing Anger & Aggression” video by Geoff Colvin  Targets Secondary classrooms but also useful for Elementary  Purchase at www.lookiris.com through Iris Mediawww.lookiris.com  Follow-up with small group discussions to identify specific strategies used in video & develop an Action Plan to encourage use in classroom  Have staff role play some of the strategies

11. Guidelines for Responding to Misbehavior Respond Consistently, Calmly, Briefly Return to Instruction  Goal: pay more time & attention to positive behavior  Reduce student escalation  Reduce amount of missed instructional time See p. 7 in packet – 9 variables affecting compliance

12. 3 cheap, easy & powerful Behavior Management tools Proximity  Moving & scanning frequently  Slowly moving toward a student & using proximity, instead of verbally addressing Reinforcement  Acknowledge other students who are on task Precorrection  Frequent pre-teaching & reminders of expectations, before students have chance to engage in problem behavior

13. Alpha v. Beta Commands Alpha Commands  Minimal # of words  Clear, concrete & specific  Give a reasonable amount of time for behavior to occur Beta Commands  Wordy  Vague  Often convey feelings of frustration or anger  May contain many sets of directions

14. Alpha Commands Alpha Commands are Clear & Positive “Pick up your chair, sit down, and draw a picture of your favorite animal” instead of “How many times have I told you not to get up out of your seat. Don’t you know how to act in this class? I’m getting tired of telling you what to do a hundred times. Now, get to work.”

15. Have a Routine for Responding to Minor Problem Behavior Specific Request If, Compliance Reinforce! Walk Away & wait 5-10 seconds If, Non-Compliance “Please _________” Request in a calm voice If, Compliance If, Noncompliance Preplanned Consequence Reinforce! Walk away & Wait 5- 10 sec.

16. Responding to Problem Behavior 1. Clarify across staff and administration what behaviors should be managed in the classroom v. sent to the office 2. Develop a continuum of “consequences” with a corrective/ remedial focus, rather than strictly punitive consequences or consequences that remove students from instructional time 3. Develop referral form that provides essential information for decision making 4. Use discipline referral data to identify problem areas & inform decision making  Maximize school resources by making informed data-based decisions  Recommended data system: SWIS – School Wide Information System

17. Be prepared! Be proactive! Anticipate behaviors you will see and know how to respond List potential behaviors  Identify what behaviors and expectations you can teach in advance to prevent anticipated problem behaviors and link with a reinforcement program early to develop habits  List out how you will respond to problem behavior  Have a continuum of Responses w/ options at each level Classroom Managed to Office Managed to Crisis

18. Match Intensity of Response w/ Severity of Behavior Continuum of Responses to Escalating Behavior Less disruptive More severe Classroom Send to OfficeCRISIS Managed Buddy RmManaged

19. Problem Behavior v. Crisis Problem Behavior – situation with potential to escalate into a greater problem or crisis  Use strategies for defusing the situation Office Managed Behavior – Serious misbehavior that endangers safety or well-being or makes normal classroom activities difficult or impossible Crisis – situation has escalated out of control & is a danger  Call for back-up  Follow building emergency procedures

20. Emergency Planning & Crisis Response Has your school addressed responding to crises in the building & emergencies Is there a systematic plan that all staff know

21. Office v. Classroom Managed Be clear about what behaviors should be sent to the office & what should be handled in the classroom Teachers lose credibility if they send too many problems to the office, or out of the classroom  It may appear that the teacher can’t handle the classroom him/herself and the students pick up on this Lost instructional time is not benefiting anyone Escaping from the classroom may be exactly what the students wants – we may be strengthening that problem behavior

22. Classroom Managed v. Office Managed Behavior Make sure staff and administrators agree on what behaviors are sent to office Develop a list of office managed behavior Hold discussions to clarify and foster agreement

23. Develop Consistency/Agreement in Responses to Problem Behavior Classroom ManagedOffice Managed Failing to follow rules/directives Inappropriate voice level Disruptive Inappropriate language/comments Put downs/ low level teasing Danger to others with intent to hurt Weapons Fighting/ assault/ physical aggression Overt defiance Harrassment/Bullying Inappropriate touching ***See Handout for more complete list w/ possible responses

25. Develop a Continuum of School Responses

26. Develop school-wide responses to problem behavior Develop alternatives to punishment & exclusion (detention/suspension) Good to focus on re-teaching of expectations  Rule School  Peer Conflict Mediation

27. Promote Corrective Responses to Misbehavior Reteaching expected behavior Written consequence related to rule violation Overcorrection  Practice appropriate behavior 2-3 times for single infraction (like practicing or reviewing a lesson) Natural consequences  Missed instructional time should be made up at recess, Restitution, Lose related privileges

29. Ongoing Development of Systems of Support Systems for Support with students with challenging behavior  Classrooms  Individual Student Systems Targeted Interventions FBA/BSP These strands will be a primary focus in Years 2-3 of SW PBS development

30. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

31. Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: FBA  BSP for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

32. Using Discipline Data for Decision Making

33. Using Data for Decision Making The best data system in the world won’t make a difference if no one is looking at the data and using it to guide decision making The SW-PBS team should commit to reviewing data at least monthly and using it to inform decision making to maximize resources & results Once you’ve committed to this, the next questions are…

34. What data are we currently collecting? Discipline Referral Data Detention/Suspension/Expulsion Data Attendance data  Are we using this data effectively?  Are we getting the most out of the data we’re collecting?

35. Reviewing your Discipline Referral form Are you getting the most information from your referral forms? Could you update your referral form to provide you with more useful data? Would you gain more information if you put in place a minor referral process, in addition to major referrals?

36. Suggested information to collect on referral forms Student name Date/time Location of incident Referring teacher Type of problem behavior Persons involved Possible motivation of behavior/ Reason Disciplinary action

37. Minor Referral Form

39. Effective Data Systems In order to make the most informed decisions regarding SW PBS  an effective data system must provide data not only about individual students, but also compile discipline data school wide Can your school currently look at discipline data from a School-wide perspective?  SWIS (School-wide Information System) is one system that allows this type of manipulation of data

40. School-Wide Information System (SWIS) www.swis.org

41. School Wide Information System SWIS Web-based discipline referral information system  Database for tracking office referral and suspension data  Provides accessible and useful data summaries (in graphs and tables) to help guide decision making in school planning  Allows for easy manipulation of data to find answers to your specific questions Located on the web at www.swis.orgwww.swis.org  $200/year per school

42. Version 3.1.5 stable Main Menu User: Chavez School: Cesar Chavez Academy SWIS Copyright (c)2003 May, Ard, Todd, Horner, Glasgow, Sugai, & Sprague

43. Average Referrals per Day per Month Middle School of 600 students

44. Referrals by Location

45. Referrals by Time

46. Referrals by Student

47. Student Referral Report DateStaffTimeLocation Problem Behavior Motivation Others Involved Admin Decision 103/10/20044386612:15PMPlygdAgg/FightUnknown motPeersParent 203/01/20046239012:30PM Unknown loc DisresptDKPeersParent 302/10/20044752201:30PMClassAgg/FightUnknown motUnknownOOffice AD 412/18/20034752210:30AMClassAgg/FightUnknown motPeers Out-sch susp 512/08/20034752210:00AMClass Other behav Unknown motNone Out-sch susp 612/08/20034752201:15PMClassDisresptOb p attnNoneOffice AD 711/20/20036239010:00AM Unknown loc Agg/FightUnknown motPeers Out-sch susp 811/20/20034752210:30AMClassAgg/FightUnknown motPeers Out-sch susp

48. Tasks New Tasks Clarify/ document Staff managed v. Office Managed Behavior Promote more effective responses to problem behavior Review Referral form & process for turning in referrals Use data for Decision Making Set up SWIS or identify system for informing school-wide decision making Follow-up Tasks Finalize Expectations Grid Lesson Planning  Assembly/Teaching Schedule Develop or refine your Acknowledgment System Complete your SW PBS Action Plan Complete Teaming Matrix (if applicable) Assemble PBS Handbook Complete SW PBS Update form