Effective Procedures for Dealing with Discipline

1. Effective Procedures for Dealing with Discipline

3. Information System 1. Effective Procedures for Dealing with Problem Behaviors 2. Computer Application 3. Decision Making

4. 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?

5. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out Intervention Assessment Social/Academic Instructional Groups Daily Progress Report (DPR)(Behavior and Academic Goals) Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004 Wraparound

6. Data System- 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?

7. Developing Appropriate Definitions of Problem Behaviors

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

9. Appropriate Definitions of Problem Behaviors 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

10. SWIS Compatible Definitions www.swis.org Also in example section Operationally defined Problem behaviors Locations Possible motivations Others involved Administrative decisions Behavior Definitions

11. Developing Behavior Tracking Forms

12. Major Discipline Incidents 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

13. Minor Discipline Incidents Defined Discipline incidents that can be handled by staff and 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

14. Emergency or Crisis Incidents 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

15. T- Chart 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-Charts

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

17. What is an Office Discipline Referral (ODR)? What it IS: Kid - Staff Member - Administrator interaction Underestimation of actual behavior Piece of information used to make decisions Data point

18. 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 Office Discipline Referral (ODR)?

19. Office Discipline Referral (ODR) Forms Be sure to answer the following 5 questions on each referral form: Who, Why, What, When & Where? Clarityon the referral form takes the guess work out of the data entry person’s job Data will be more reliableand accurateas judgement calls are minimized

20. Characteristics of a Compatible Referral Form Student’s Name Date Time of Incident Student’s Teacher (optional) Student’s Grade Level Referring Staff Location of Incident • Problem Behavior • Possible Motivation • Others Involved • Administrative Decision • Other Comments • No more than 3 extra info.

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

22. Goal of the Tracking Form Collect data that are necessary to identify effective ways of changing inappropriate classroom behavior (minor) before it results in an office discipline referral (major)

23. Classroom Tracking Forms 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)

26. Guidelines 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)

27. Developing a Coherent Office Discipline Referral Process

28. Office Discipline Referral Process Evaluatecurrent 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 perceptionsregarding the school’s responsiveness to problem behavior

29. Discipline Referral Process 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

30. The Completed Office Discipline Referral Process Contains definitions of: majordiscipline incidents, minordiscipline incidents, crisisincidents, a continuumof discipline procedures Can be summarized in a narrative or graphic form Is presented to all staff for approval Is trained to all staff