School-Wide Positive Behavioral Interventions & Supports :

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

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

3. Change your words, change your world

4. Activity: Changing our words Negative Positive

5. Responding to Inappropriate Behavior Cool tool

6. Shared Definitions of Problem Behaviors What one teacher may consider disruptive, may not be disruptive to another teacher. For that reason, problem behaviors must be operationally defined. CONSISTENT DEFINITIONS make data collection much more accurate and reliable

8. Appropriate Definitions of Problem Behaviors Clear setof 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. Definitions of Problem Behaviors All problem behaviorsare covered and none of the definitions overlap. Consistent definitionsmake data collection much more accurate and reliable. The addition of minorproblem behaviors assists in the summary of minor infractions.

10. Chronic Minor Misbehavior 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: • Choose one of the problem behaviors frequently observed in your discipline data; e.g., disruption • Identify behaviors that would be minor and major • Also determine if there are any considerations for special circumstances and/or students

13. Team Time

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 Use the following teacher consequences: (Must be documented prior to writing office referral for Teacher Managed Behaviors.) Parent contact is a MUST! NO YES Decide: Is the behavior office managed? Write referral to the office Administrator Restates Behavior Expectation with Student 1st Offense:Student/Teacher Conference (Warning) 2nd Offense: Teacher determined consequence (i.e. lunch or after-school detention, seat change, loss of privilege) + Administrator Issues Appropriate Consequence + Administrator Contacts Parents 3rd Offense: Teacher determined consequence + Parent Contact + Administrator Provides Teacher Feedback 4th Offense: Office Referral Per Marking Period

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? Not an intervention!

19. Why should you document MINORincidents? 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

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. BoQAction Planner

24. Team Time