c. effective procedures for addressing discipline

www.wisconsinpbisnetwork.org/tier1.html

Tier 1/Universal Training

Day 2

http://www.wisconsinpbisnetwork.org/tier1.html


Day 2 Training Objectives

• Explain the purpose and importance of developing an effective discipline system and know what they look like in practice

• Understand the components of a Data Entry and Analysis Plan and know what they look like in practice

• Demonstrate the difference between primary and precision statements



Day 2 Training Objectives

• Understand the components of Faculty Commitment/Involvement and know what they look like in practice

• Understand the components of Implementing/Kicking Off and know what they look like in practice

• Develop an awareness of how to be responsive to various cultures within the context of a school



Agenda

• Effective Procedures for Addressing Discipline

• Data Entry and Analysis Plan• Faculty Commitment• Implementation/Kicking Off



Tier 1/Universal Training

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this product and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

C. Effective Procedures for Addressing Discipline

2013-2014



Module C: Effective Procedures for Addressing Discipline

PBIS Implementation Goal7. Discipline process described in narrative format or depicted in graphic format• Team has established clear, written procedures that lay out the process for

handling both major and minor discipline incidents8. Process includes documentation procedures• There is a documentation procedure to track both major and minor behavior

incidents 9. Discipline referral form includes information useful in decision making• Information on the referral form includes ALL of the required fields: Student’s

name, date, time of incident, grade level, referring staff, location of incident, race, problem behavior, possible motivation, others involved, and administrative decision

10. Behaviors defined• Written documentation exists that includes clear definitions of all behaviors

listed



Module C: Effective Procedures for Addressing Discipline

PBIS Implementation Goal (continued)

11. Major (administrator managed) and minor (staff/faculty managed) behaviors are clearly identified/understood• Most staff members are clear about which behaviors are staff managed and

which office managed are. (e.g., appropriate use of office referrals). Those behaviors are clearly defined, differentiated and documented.

12. Suggested array of appropriate responses to minor (staff/faculty managed) problem behaviors• There is evidence that most staff members are aware of and use an array of

appropriate responses to minor behavior problems

WorkbookExamples and Tools


http://wisconsinpbisnetwork.org/assets/files/Tier1/U100-U200Workbook2013-14.docx

http://www.wisconsinpbisnetwork.org/tier1.html%23C


Information System

1. Effective procedures for dealing with problem behaviors

2. Computer application – right information in the right format

3. Decision making – the data must be USED and SHARED regularly.



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?



Start with Primary Problem Statements

Look at the big picture, then use data to refine the big picture, moving to development of precise problem statement(s)

Move to Precise Problem Statements

More Precision Is Required to Solve Identified Problems



What When

Who

Why Where

Designing Effective Behavior Support



Examples: SYSTEM Primary to Precise

Gang-likebehavior isincreasing.

Our fourth graders cannot comprehend when reading!

Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group.

Forty-seven percent of 4th grade students did not meet reading comprehension targets on AIMSweb Maze benchmark assessments when 80% of students at a grade level should meet this target. It appears that weak vocabulary skills are lowering students’ comprehension skills.



Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Small group interventions (CICO, SSI, etc)

Inter

venti

onAssessm

ent

Illinois PBIS Network, Revised May 15, 2008Adapted from T. Scott, 2004

Group interventions with individualized focus

Simple individual interventions(Simple FBA/BIP, Schedule/ Curriculum Changes, etc)

Multiple-Domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades,

DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview,

Scatter Plots, etc.

Tier 2/Selected

Tier 3/Intensive



System - Checklist

What is the process?

How do I refer?

How do I complete the form?

What is the purpose of the form?

What should I expect to happen when I complete a minor/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?



Developing Appropriate Definitions of Problem Behaviors



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.



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 definitionsOnce behaviors are defined, all faculty, staff, administration, students and families will need to be trained on the definitionsBehavioral expectations must be TAUGHT to FLUENCY



About Culturally Responsive Practices…

Nationally, and state wide, students of color are generally referred for subjective behaviors (disrespect, blurting out, defiance) and white students are referred for objective behaviors (aggression, alcohol/tobacco, attendance).

Teams need to consider and examine the experiences of all students as well as the experiences of all staff for cultural differences.

If differences are noted, behavioral expectations need to be taught to FLUENCY for ALL students and emphasis placed on use of acknowledgement to build fluency as opposed to just using consequence for violation.



• helping students differentiate between what is expected at home and in the community versus at school

• building mastery around what is expected at school

• respecting what has been taught, and continues to be reinforced, outside of school.

Code switching or cultural capital



SWIS Compatible Definitions

www.pbisapps.orgSWIS section

Operationally defined• Problem behaviors• Locations• Possible motivations• Others involved• Administrative decisions• Disaggregation by disability and ethnicity


http://www.pbisapps.org/


Risk Ratios: System and Student Outcome

Risk Ratio is based on disaggregated ODR and suspension data

RISK RATIO CALCULATOR is in supplemental files folder of tier I training

% of subgroup enrollment with an outcome (ODR, suspension, etc)divided by

% of white enrollment with same outcome

e.g., 85% of Latino/Latina students received ODR42.5% of white students received ODR

Risk for white students is 1.0; ratio below 1.0 decreased risk, ratio above is increased risk



Developing Behavior Tracking Forms



Major Discipline Incidents

DefinedDiscipline incidents that must be handled by the administration. • These may include but are not limited to:

physical fights, property damage, drugs, weapons, tobacco, etc.

PurposeOnce problem behaviors are operationally defined, it is essential that the team distinguish the major discipline incidents from the minor to determine the appropriate consequence



Minor Discipline Incidents

DefinedDiscipline 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.

PurposeTo determine appropriate consequence and where the consequence should be delivered

* These incidences are still tracked but the consequence is delivered in the classroom



Emergency or Crisis IncidentsDefinedIncidents 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.

PurposeMaintain order and safety during emergency situations

Each school is urged to consult their district and school policies for emergency/crisis incidents



T- ChartList 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



Characteristics of a SWIS-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).



What is an ODR?

What it IS:

• Kid & Staff Member - Administrator interaction

• Underestimation of actual behavior

• Piece of information used to make decisions

• Data point



What is not an ODR?

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



ODR Forms

Answer 5 questions on each referral form: Who, Why, What, When & Where?

Clarity on the referral form takes the guesswork out of the data entry person’s job

Data will be more reliable and accurate as judgment calls are minimized



Characteristics of a SWIS-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.



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



Goal of Minor 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)

As minor behavior occurs, it must be retaught to build fluency.



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)



Presented To:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Location: (be specific) Violation:

Specific Behavior: Consequence:

Given By:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Date:_ _ _ _ _ _ _ _ Time:_ _ _ _ _ _ _ _ _

Parent Signature*:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date:_ _ _ _ _ _ _ _

Location: ___________

Date: ___________

Time: ___________

Directions: 1. Name behavior and expectation2. State rule and expected behavior3. Give positive verbal/social acknowledgement

Positive

Responsible

Involved

Diligent

E fficient

Student Signature*:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date:_ _ _ _ _ _ _ _

*only required for detention after school

Classroom #

Cafeteria

Hallway/Stairwell

Outside

Restroom

Bus #

Other

4. Give slip to student5. File

White: Student Yellow: File in Office

Detention

Pink: Issuer



Defining a “Minor”• Generally, a minor is defined as any behavior on the

“classroom managed” side of the T chart.

• Repeated minors (conversion rule) becomes an ODR data point (a major).

• The existence of a minor behavior does not make it a minor

• When the minor behavior is significant or frequent enough that it causes the staff person to halt instruction or activity to engage the student in the re-teaching process, that makes it a minor.



GuidelinesWhen 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)



Developing a Coherent Office Discipline Referral Process



ODR Process

• Evaluate current 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 perceptions regarding the school’s responsiveness to problem behavior



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 incidentsMinor discipline incidentsEmergency or crisis incidentsA continuum of discipline procedures



Completed ODR Process

• Contains definitions of: major discipline incidents, minor discipline incidents, crisis incidents, a continuum of discipline procedures

• Can be summarized in a narrative or graphic form

• Is presented to all staff for approval• Is trained to all staff



Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning•Once written, file a copy with administrator•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning•Once written, file a copy with administrator•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes



Activity: Putting It All Together

1. Review SWIS behavioral definitions, create a t-chart of major and minor behaviors.

2. Create or refine your office discipline referral form. Be sure to capture majors and minors.

3. Create a flow chart or other narrative that outlines your referral process.

4. Create a plan for orienting staff to T-chart, referral form, flow chart.

Flow Charts

T-Charts

Behavior Definitions

SWIS Definitions Example



Complete Module C: Effective Procedures for Dealing with Discipline

Self Assessment and Action Plan

Statements 7-12


Module CEffectiveProcedures forDealing withDiscipline

7. Discipline process described in narrative format or depicted in graphic format Team has established clear, written procedures that lay out the process

for handling both major and minor discipline incidents

8. Process includes documentation procedures There is a documentation procedure to track both major and minor

behavior incidents

9. Discipline referral form includes information useful in decision making Information on the referral form includes ALL of the required fields:

Student’s name, date, time of incident, grade level, referring staff, location of incident, race, problem behavior, possible motivation, others involved, and administrative decision

10. Behaviors defined Written documentation exists that includes clear definitions of all

behaviors listed

11. Major (administrator managed) and minor (staff/faculty managed) behaviors are clearly identified/understood Most staff members are clear about which behaviors are staff managed

and which office managed are. (e.g., appropriate use of office referrals). Those behaviors are clearly defined, differentiated and documented.

12. Suggested array of appropriate responses to minor (staff/faculty managed) problem behaviors There is evidence that most staff members are aware of and use an array

of appropriate responses to minor behavior problems

Critical Element

Benchmarks of Quality/Goal StatusIn PlacePartially

Not In Place

Implementation Plan

How? Who? When?

Use Modules and Snapshot to guide

process

c. effective procedures for addressing discipline

Documents

discipline process

effective discipline

htmlagendaeffective

written procedures

discipline referral

minor discipline incidents8

day training sequence

continued support