Discipline Plan: Getting on the Same Page

1. Discipline Plan: Getting on the Same Page Excerpt from July 2011 DE-PBS SW Training

2. Key Feature • Recognize the critical importance of correcting misbehaviorusing a combination of evidence-based techniques for increasing appropriate behavior and decreasing use of inappropriate techniques.

3. 4 Components of Comprehensive Schoolwide Discipline and 4 of the KEY Features of PBS in Delaware Note: Each Component Would Include Use of Praise, Rewards, and Punishment, BUT Much More Long-term aim = Self-Discipline

4. Elements of a School-wide Discipline Plan • Common approach to discipline – positive, proactive, preventative. • Clear set of expected positive behaviors. • Procedures for teaching expected behaviors. • Continuum of procedures for encouraging expected behavior • Correction: Continuum of procedures for discouraging inappropriate behavior. • Procedures for on-going monitoring and evaluation.

5. Correction as a Teaching Opportunity • Recognize the limitations of punishment and therefore focus on preventing misbehavior. • Use of punishment in combination with other more positive techniques when correcting misbehavior. • Providing teacher guidance and support • Reteaching desired behaviors • Reinforcing desired behaviors

6. Self-discipline in Correction • Strategies and techniques for correction promote individual responsibility for one’s behavior. • Teach students problem solving strategies that they can use to help prevent the behavior from recurring. • Encourage reflection upon the impact of their behavior on self and others.

7. .Think about current referral process . . . • How long do ODRs take to get processed? Do staff receive feedback? • Who enters ODRs? • Who has access to reports? • What strategies are done before sending a student out of the room? • What strategies are used after an ODR?

8. Strategies to Support the Referral Process • Consistent and judicious enforcement of rules • Awareness of rules and policies • Classroom vs. Office Managed • Referral Form Components • Defining Form Fields

9. Classroom vs. Office Managed • Staff should know what problems are office-managed and what problems are classroom–managed • How is this documented? • Referral form • Flow chart • Handbook • How is this shared? • Do staff receive feedback in a timely manner?

10. Observe problem behavior Find a place to talk with student(s) Is the behavior major? Ensure safety Write referral & Escort student to office Problem Solve Determine consequence Problem solve Determine consequence Follow procedure documented Follow documented procedure Etc. Etc. General Procedure for Dealing with Problem Behaviors No Yes Adapted from procedure 2.0 A. Todd U of Oregon

11. Referral Form Components • Comprehensive yet easy to complete referral form will support clean data • Clear distinction between problem behaviors that staff manage themselves rather than sending the office. • There a set of definitions that clearly define all categories on the office discipline referral form.

12. Student Name Date Time of incident Grade Level Referring Staff Location Problem Behavior Possible Motivation Others Involved Administrative Decision Other Ideal Referral Form Components Remember to use checkboxes whenever possible and minimize writing which can be subjective.

13. Defining Behaviors – Minor Examples

14. Defining Behaviors – Major Examples

15. Defining Location

16. Discipline Plan Action Steps • Is our referral form compatible? • Are the referral form fields defined? • Is it clear which behaviors are referred to the office vs. classroom managed? • Do we have a documented system for dealing with behavioral violations that does not focus only on the use of punishment?