School-Wide PBIS: Getting Started: Rule Violations

1. School-Wide PBIS: Getting Started:Rule Violations Adapted from George Sugai www.pbis.org www.cber.org www.swis.org

2. www.pbis.org

3. Getting Started - Today • Chapter 2, Page 68 – 70 (Step 7) • Defining Rules Violations • Processing Rule Violations Class vs Office • Practices & Systems • Discouraging rule violations • Rule Violation Worksheet

6. “141 Days!” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

8. 5100 referrals = 51,000 min @10 min = 850 hrs = 141 days @ 6 hrs

9. “Smoke Pit” 45 cigarette smoking violations have been reported in past month by security staff & neighbors.

10. “Where ya supposed to be? During 3rd & 6th block periods, more students are in the hallways & outside the building than in class…& neighbors are complaining!

11. MS/HS worry about… • Low academic achievement • Antisocial school culture & behavior • Insubordination, dress code, language use, etc • Low attendance, tardies, substance use • Withdrawal, depression, emotional disturbances • Dropping out, substance use, delinquency • Graduation, careers, postsecondary • Social skill deficits

12. 2 Worrisome & Ineffective Responses to Problem Behavior • Get Tough (practices) • Train-&-Hope (systems)

13. Worry #1:Getting Tough approach Runyon: “I hate this f____ing school, & you’re a dumbf_____.” Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again. When you’re ready to take responsibility for your actions & behave like an adult, you can be in my classroom!”

15. Increasingly “aversive” reactive discipline continuum • Warning • ODR & warning • ODR & in-school suspension • ODR & out-school suspension • Expulsion hearing

16. Get Tough Philosophy • Increase monitoring for future problem behavior • Clamp down on rule violators • Re-re-re-review rules & sanctions • Extend continuum of aversive consequences • Improve consistency of use of punishments • Establish “bottom line”

17. Predictable reactive responses When we experience aversive situation, we select interventions that produce immediate relief by • Removing student • Removing ourselves • Modifying physical environment • Assign responsibility for change to student &/or others

18. System’s response…Get tougher • Zero tolerance policies • Security guards & metal detectors, & surveillance cameras • Student uniforms • Expulsion • Exclusionary options (e.g., alternative programs)

19. But….false sense of safety & security! • Fosters environments of control • Triggers & reinforces antisocial behavior • Shifts accountability away from school • Devalues child-adult relationship • Weakens relationship between academic & social behavior programming

20. Assumptions • Adolescents should know better…most do • Adolescent will “get it” & change…many do • Adolescents must take responsibility for own behavior….most know they should & do….appropriately & inappropriately • Punishment teaches right way….not really • Parents will take care of it…many try • Adolescents will learn from natural consequences….most do WHAT ABOUR NON-RESPONDERS?

21. Science of behavior has taught us that students…. • Are NOT born with “bad behaviors” • Do NOT learn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback

22. Pay attention to function • “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” • “NIco, I’m taking your book away because you obviously aren’t ready to learn.” • “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

23. REACT to Problem Behavior WAIT for New Problem Expect, But HOPE for Implementation Select & ADD Practice Hire EXPERT to Train Practice Worry #2:“Train & Hope”

24. So…How should we respond? • Surgeon General’s Report on Youth Violence (2001) • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Center for Study & Prevention of Violence (2006) • White House Conference on School Violence (2006) • Positive, predictable school-wide climate • High rates of academic & social success • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

26. “RULE VIOLATIONS” Leveled definitions of problem behavior? Procedures for responding to minor (nonrecordable) violations? Procedures for responding to minor (non-office referable, recordable) violations? Procedures for responding to major (office-referable) violations? Procedures for preventing major violations? Quarterly review of effectiveness of SW consequences for rule violations

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

28. SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students (Zins & Ponti, 1990)

30. RULE VIOLATIONS PROCEDURES FOR CLASSROOM Focus on positive behaviors. Give ROCKS coupons Inform student of rule violation and re-teach ROCKS expectation, including Class Social Contract Rule violation occurs Is this a minor rule violation (requiring classroom interventions?) Complete office referral and send to the office Debrief and re-teach expectation Review classroom discipline procedure with student, practicing it consistently Is this the 4th time for this student after 3 separate classroom interventions? Rule violation occurs again Re-teach and follow classroom discipline Procedures with appropriate interventions* * Classroom interventions should include an increasing level of intervention such as time out, non-participation in reward activities, change of student’s seat, note sent home or phone call to parent/guardian, conference with parent and student, classroom detention, peer mediation, refer to counselor, refer to SAT, etc. No Yes Yes No

31. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

34. High School • Office Managed Behavior • Fighting • Attendance Tardy • Insubordination • Vandalism • Verbal/Physical Intimidation • Weapons • Gang Representation • Cutting class/school/teacher detention • Theft • Drug Violations • Directed Profanity • Arson • Harassment • Lewd notes • Controlled Substances • Threats • Repeated/Severe Offenses • Security threat/breach • Teacher Managed Behavior • Excessive talking • Attendance tardy inform parents • Off task • Drinks/Food/Gum (with clear expectation for your class) • Missing Homework • Not prepared for class • Inappropriate Language • Lying • Dishonesty • Dress code violating • PDA • Hallway Disruption • Passing notes • Cheating/Plagiarism

35. Middle School Teacher Managed Behavior Excessive talking Attendance tardy inform parents Off task (Disruptive) Gum/Food/Candy Drinks Missing Homework Not prepared for class Name calling Dishonesty PDA Running in Hall Passing notes Backtalk directed at Adults Cheating/Plagiarism Writing on school property Office Managed Behavior Attendance Tardy Insubordination Fighting Vandalism Verbal/Physical Intimidation Weapons Gang Representation Cutting class/school Theft Drug Violations Directed Profanity Harassment (including sexual) Controlled Substances Threats Security threat/breach Lewd notes Repeated Backtalk (3) Repeated PDA Dress Code Cutting Teacher Detention

36. STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations • Specification of Definitions for Violations of School-wide Behavior Expectations • Contextually appropriate labels/names • Definitions represent continuum of severity (e.g., minor, major, illegal) • Definitions comprehensive in scope (school-wide) • Definitions in measurable terms • Mutually exclusive (minimal overlap) • Specification of Procedures for Processing Violations of School-wide Behavior Expectations • Agreement regarding office staff versus teacher/staff responsibilities • Office discipline form for tracking discipline events • Agreement regarding options for continuum of consequences • Data decision rules for intervention and support selection

37. STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont. 3. Implementation of Procedures • Use by all staff (e.g., office, security, supervisors, bus drivers) • Schedule for teaching to students and staff members • Schedule for regular review of use and effectiveness • Procedures for providing orientation to new faculty, staff, students • Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) • Agreement by >80% faculty and staff • Included in school publications (e.g., handbooks) • Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations. • Schedule and procedures for regular review and enhancement of acknowledgements. • Schedule for daily, weekly, monthly, quarterly feedback to students and staff • Included in school publications (e.g., handbook, posters, newsletters) • Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations

38. SWPBS Subsystems School-wide Classroom Family Non-classroom Student

39. Action Steps • Page 68 Guidelines for Developing Continuum of Procedures for Discouraging Student • Steps 1 – 3 Page 68 – 69 • Page 70 Active Worksheet