C. Effective Procedures for Addressing Discipline

1. C. Effective Procedures for Addressing Discipline 2013-2014

2. Module C: Effective Procedures for Addressing Discipline • PBIS Implementation Goal • 7. Discipline process described in narrative format or depicted in graphic format • Team has established clear, written procedures that lay out the process for handling both major and minor discipline incidents • 8. Process includes documentation procedures • There is a documentation procedure to track both major and minor behavior incidents • 9. Discipline referral form includes information useful in decision making • 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 • 10. Behaviors defined • Written documentation exists that includes clear definitions of all behaviors listed

3. Module C: Effective Procedures for Addressing Discipline • PBIS Implementation Goal (continued) • 11. Major (administrator managed) and minor (staff/faculty managed) behaviors are clearly identified/understood • Most staff members are clear about which behaviors are staff managed and which office managed are. (e.g., appropriate use of office referrals). Those behaviors are clearly defined, differentiated and documented. • 12. Suggested array of appropriate responses to minor (staff/faculty managed) problem behaviors • There is evidence that most staff members are aware of and use an array of appropriate responses to minor behavior problems • Workbook • Examples and Tools

4. Effective procedures for dealing with problem behaviors 2. Computer application – right information in the right format 3. Decision making – the data must be USED and SHARED regularly. Information System

5. 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? Information System

6. Look at the big picture, then use data to refine the big picture, moving to development of precise problem statement(s) More Precision Is Required to Solve Identified Problems Start with Primary Problem Statements Move to Precise Problem Statements

7. Designing Effective Behavior Support What When Who Why Where

8. Gang-like behavior is increasing. Our fourth graders cannot comprehend when reading! Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group. Forty-seven percent of 4th grade students did not meet reading comprehension targets on AIMSweb Maze benchmark assessmentswhen 80% of students at a grade level should meet this target. It appears that weak vocabulary skills are lowering students’ comprehension skills. Examples: SYSTEM Primary to Precise

10. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Assessment Intervention Small group interventions(CICO, SSI, etc) ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Selected Tier 3/ Intensive Group interventions with individualized focus Daily Progress Report (DPR) (Behavior and Academic Goals) Simple individual interventions (Simple FBA/BIP, Schedule/ Curriculum Changes, etc) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Multiple-Domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised May 15, 2008 Adapted from T. Scott, 2004

11. What is the process? How do I refer? How do I complete the form? What is the purpose of the form? What should I expect to happen when I complete a minor/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? System - Checklist

12. Developing Appropriate Definitions of Problem Behaviors

13. What one teacher may consider disrespectful, may not be disrespectful to another teacher. For that reason, problem behaviors must be operationally defined. Appropriate Definitions of Problem Behaviors

14. 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 Behavioral expectations must be TAUGHT to FLUENCY Appropriate Definitions of Problem Behaviors

15. About Culturally Responsive Practices… Nationally, and state wide, students of color are generally referred for subjective behaviors (disrespect, blurting out, defiance) and white students are referred for objective behaviors (aggression, alcohol/tobacco, attendance). Teams need to consider and examine the experiences of all students as well as the experiences of all staff for cultural differences. If differences are noted, behavioral expectations need to be taught to FLUENCY for ALL students and emphasis placed on use of acknowledgement to build fluency as opposed to just using consequence for violation.

16. Code switching or cultural capital • helping students differentiate between what is expected at home and in the community versus at school • building mastery around what is expected at school • respecting what has been taught, and continues to be reinforced, outside of school.

17. www.pbisapps.org SWIS section Operationally defined Problem behaviors Locations Possible motivations Others involved Administrative decisions Disaggregation by disability and ethnicity SWIS Compatible Definitions

19. Risk Ratios: System and Student Outcome Risk Ratio is based on disaggregated ODR and suspension data RISK RATIO CALCULATOR is in supplemental files folder of tier I training % of subgroup enrollment with an outcome (ODR, suspension, etc) divided by % of white enrollment with same outcome e.g., 85% of Latino/Latina students received ODR 42.5% of white students received ODR Risk for white students is 1.0; ratio below 1.0 decreased risk, ratio above is increased risk

21. Developing Behavior Tracking Forms

22. 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 Major Discipline Incidents

23. Defined Discipline incidents that can be handled by staffand 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 Minor Discipline Incidents

24. 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 Emergency or Crisis Incidents

25. 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

26. A clear distinction must exist between problem behaviors that are staff managed (minor) versus problem behaviors that are office managed or crisis (major). Characteristics of a SWIS-Compatible Referral Form

27. What it IS: Kid & Staff Member - Administrator interaction Underestimation of actual behavior Piece of information used to make decisions Data point What is an ODR?

28. 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 ODR?

29. Answer 5 questions on each referral form: Who, Why, What, When & Where? Clarity on the referral form takes the guesswork out of the data entry person’s job Data will be more reliable and accurate as judgment calls are minimized ODR Forms

30. Student’s name Date Time of incident Student’s teacher (optional) Student’s grade level Referring staff Location of incident Characteristics of a SWIS-Compatible Referral Form • Problem behavior • Possible motivation • Others involved • Administrative decision • Other comments • No more than 3 extra info.

31. Challenges: The form is not filled out correctly Solutions: Re-train faculty or return to faculty to fill out completely before processing Developing the ODR

32. Collect data that are necessary to identify effective ways of changing inappropriate classroom behavior (minor) before it results in an office discipline referral (major) As minor behavior occurs, it must be retaught to build fluency. Goal of Minor Tracking Form

33. 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) Classroom Tracking Forms

36. Defining a “Minor” • Generally, a minor is defined as any behavior on the “classroom managed” side of the T chart. • Repeated minors (conversion rule) becomes an ODR data point (a major). • The existence of a minor behavior does not make it a minor • When the minor behavior is significant or frequent enough that it causes the staff person to halt instruction or activity to engage the student in the re-teaching process, that makes it a minor.

37. 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) Guidelines

38. Developing a Coherent Office Discipline Referral Process

39. 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 ODR Process

40. 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 Discipline Referral Process

41. 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 Completed ODR Process

43. Activity: Putting It All Together • Review SWIS behavioral definitions, create a t-chart of major and minor behaviors. • Create or refine your office discipline referral form. Be sure to capture majors and minors. • Create a flow chart or other narrative that outlines your referral process. • Create a plan for orienting staff to T-chart, referral form, flow chart. T-Charts Behavior Definitions SWIS Definitions Example Flow Charts

44. Complete Module C: Effective Procedures for Dealing with Discipline Self Assessment and Action Plan Statements 7-12