Effective Schoolwide Discipline (ESD) in Virginia:

1. Effective Schoolwide Discipline (ESD) in Virginia: A Statewide Initiative that Provides Positive Behavioral and Academic Supports to All Students New Team Training Day 1 Spring 2009 A Schoolwide Approach to Systems Change

2. A Production of the Virginia Department of Education’s Training and Technical Assistance Centers

3. Objectives • Understand basic components of Effective Schoolwide Discipline • Understand and apply effective team meeting process • Develop and refine team vision mission • Gain basic understanding of principles of behavior • Develop a system of effective procedures for dealing with behavior that are aligned with a data system used for decision-making (i.e. SWIS)

4. What are the key components of ESD? • What is our team’s vision? • What are some roles, responsibilities and communication structures of the team meeting process? • What are the ABC’s of behavior? • How will we develop effective procedures for dealing with discipline? Guiding Questions

6. Materials for Today • Product Book • Benchmarks of Quality (BoQ) • Readiness Packets • Handouts

7. Working as a team Team Meeting Process: A tool to help us work more efficiently

8. As you practice your team meeting skills, you should see increases in the efficiency and effectiveness of your meetings! Refer to Section 8 pages 5-9

9. Team Meeting Roles • Facilitator • Encourager • Recorder • Timekeeper • Process Observer • Agenda Keeper

10. Team meeting process • Phrase agenda items as questions • Include purpose/action of the agenda item • I is for information • R is for reflection • R and D is for reflection and decision • D is for decision • Assign time to agenda items, celebrations, and announcements • Complete purpose/action for each agenda item (I, R, R and D, D) • Record minutes (who, what, where)

11. What is ESD

12. Effective Schoolwide Discipline A systems approach for establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students. Lewis & Sugai (1999)

13. Key Systems in Effective Schools are Evidence-based Evidence-based features of ESD Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Three-tier continuum of interventions Administrative leadership Team-based implementation Lewis & Sugai (1999); Lewis (2005)

14. Translating Vision to Preventive Practice • Intensive, Individual • Interventions • Wilson Reading • Intensive, Individual • Interventions • FBA/BIP 1-5% 1-5% • Targeted Group • Interventions • Check in-Check Out • Mentors • Social Skills • Targeted Group • Interventions • Reading Recovery 5-10% 5-10% • Universal Interventions • Core curriculum • Differentiated Instruction • Universal Interventions • Posting expectations • Teaching expectations • Defining discipline procedures 80-90% 80-90% WhatWorksClearingHouse; OSEP (2004)

15. Take Inventory: What is in place? Intensive Intervention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Targeted Interventions Specialized Group Systems for Students with At-Risk Behavior Universal Intervention School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

16. Aligning…Let’s Take Inventory What are the practices in place at each tier of the triangle? Are they evidence-based practices? Which practices are yielding the desired outcomes? How do you know (measurement)?

17. What is our ESD Team Vision

18. Vision Making

19. What Do We Know About Behavior

20. What is Behavior? Anything we SAY or DO HOW WE REACT to our environment

21. BEHAVIOR is functionally related to the TEACHING ENVIRONMENT

22. Teaching Behavior is Like Teaching Academics Students are not born with “bad behaviors”, nor do they learn when presented negative consequences. Rather, they learn better ways of behaving by being taught directly and receiving positive feedback… Sugai (2007)

23. Why Do We Behave the Way We Do? Behaviors are LEARNED and continue because they serve a PURPOSE or FUNCTION We engage in behaviors because we have learned that a DESIRED OUTCOME occurs

24. Behavior Has a function:                     - avoid/escape                     - get/gain                     - communication                     - sensory One behavior can serve many functions

25. Understand Your ABCs

26. Antecedents • Events that happen before the behavior and may increase the likelihood that behavior will occur • Identifying antecedents allows us to develop prevention strategies that make behavior unnecessary

27. Behaviors Observable and measurable acts Tend to be repeated or discontinued because of consequences/outcomes Strengthened by reinforcement May be weakened by withholding reinforcement

28. Consequences Occur after the behavior and serve to maintain, increase, or decrease the frequency of behavior Should be consistent and immediate Should address the function of the behavior

29. Importance of Understanding Behavior Understanding behavior principles will help develop an effective school-wide system Your team will need to understand and help all of your school personnel to understand behavior better Consider what your school might look like if the staff had an understanding of the principles of behavior

30. System Check

31. What are Effective Procedures for Dealing with Discipline

32. Benchmarks of Quality BOQ 8 Discipline Process BOQ 9 Documentation Procedures BOQ 10 Discipline Referral Form BOQ 11 Define Behaviors BOQ 12 Distinguish Major/Minor

33. Appropriate Definitions of Behaviors Consistency Clarity Data collection and analysis Once behaviors are defined, all faculty, staff, administration, students and families will need to be trained on the definitions

34. What are Major vs. Minor Behaviors

35. Minor Behavioral Incidents vs. Major Behavioral Incidents A clear distinction must exist between problem behaviors that are faculty/staff managed (minor) versus problem behaviors that are office-managed or crisis (major)

36. Major Discipline Incidents(Administrator Managed) Discipline incidents that must be handled by the administration. Examples: physical fights, property damage, drugs, weapons, tobacco, etc.

37. Minor Discipline Incidents(Faculty/Staff Managed) Discipline incidents that can be handled by faculty/staff members and usually do not warrant a discipline referral to the office Examples: tardiness, running in hallway, missing materials, gum chewing, wearing hat, incomplete classroom assignments, etc.

38. Review your Code of Conduct • What are automatic MAJOR behaviors that must be handled by an administrator? • How will you distinguish between major and minor for remaining behaviors? Minor Behavioral Incidents vs. Major Behavioral Incidents

39. What documentation tools need to be put into place

40. Characteristics of a Referral Form (ESD Manual, section 8, pgs.23-27) • Problem Behavior • Possible Motivation • Others Involved • Administrative Decision • Other Comments • No more than 3 extra info. • Student’s Name • Date • Time of Incident • Student’s Teacher (optional) • Student’s Grade Level • Referring Staff • Location of Incident The following categories should be included: ☺

41. Schools might choose not to track minor infractions • Schools might choose to track minor infractions. If so, • Consider use 1 or 2 forms to collect major and minor infraction information • Consider using one form and color coding to distinguish minor from major Minor Infraction Reporting (options)

42. What will we do with the data collected from these documentation tools? Tell a story…

43. Our story changes from primary to precise • Primary statements are vague and leave us with more questions than answers • Precise statements include information about 5 “Wh” questions: • What is the problem and how often is it happening? • Where is it happening • Who is engaging in the behavior? • When is the problem most likely to occur? • Why is the problem sustaining? Used, with permission, from Susan Barrett, OSEP

44. Primary statement: “There is too much fighting at our school” Precise statement: There were 30 more ODRs for aggression on the playground than last year, and these are most likely to occur from 12:00-12:30 during fifth grade’s recess because there is a large number of students, and the aggression is related to getting access to the new playground equipment. “ From primary to precise: An example Used, with permission, from Susan Barrett, OSEP

45. Primary statement: “ODRs during December were higher than any month” Precise statement: Minor disrespect and disruption are increasing and are most likely to occur during the last 15-minutes of our classes when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involve many students, and appears to be maintained by work avoidance/escape. Attention may also be a function of the behavior- we’re not sure. From primary to precise: An example Used, with permission, from Susan Barrett, OSEP

46. Supporting Decision Making with Data…SWIS www.swis.org

47. Referrals by Location

48. Playground Referrals by Location by Behavior

49. Playground Referrals by Location by Time

50. Playground Referrals by Location by Grade