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SW-PBISTending the Garden with Procedures for Discouraging Behavior Violations
Mark TateosianAnoka-Hennepin SchoolsNov. 19, 2013Metro SW-PBIS Winter Training
Outcomes
1. Be able to explain how to create and to give examples of:a. Definitions of rule violationsb. Procedures for processing rule
violationsc. Procedures for implementing
definitions and procedures
2. As a team, be able to develop and implement procedures for the above in ways that fit your school.
How will we get there?
1. Defining rule violations2. Procedures for processing rule
violations3. Procedures for implementing
definitions and procedures4. Supported planning5. Corners sharing
Garden Logic
(Modified from Zins & Ponti, 1990)
Successful plants
are linked to
gardens
Systems Logic
(Zins & Ponti, 1990)
How do “Procedures for Discouraging Behavior
Violations” fit in with the features of PBIS?
SupportingStaff Behavior
SupportingStudent Behavior
OutcomesD
ata
Syst
ems
Prac
tices
How do we
approach our
work?
SupportingDecision Making
School-wide
Non-Classroom
Family
Student
Classroom
5 Systems
All
Some
Few
Tiers of Interventions Strategies
Guidelines1. Specification of Definitions for Violations of School-wide Behavior Expectationsa. Contextually appropriate labels/namesa. Definitions represent continuum of severity (e.g., minor, major, illegal)a. Definitions comprehensive in scope (school-wide)a. Definitions in measurable termsa. Mutually exclusive (minimal overlap)2. Specification of Procedures for Processing Violations of School-wide Behavior Expectationsa. Agreement regarding office staff versus teacher/staff responsibilitiesa. Office discipline form for tracking discipline events that specifies the following:
Who violated rule (name, grade) Who observed and responded to the violation of behavior expectations When (day, time) the violation of behavior expectation occurred Where the violation of behavior expectation occurred Who else was involved in the problem situation What was the possible motivation or purpose of the problem behavior What school-wide behavior expectation was violated
a. Agreement regarding options for continuum of consequencesa. Data decision rules for intervention and support selection
3. Implementation of Proceduresa. Use by all staff (e.g., office, security, supervisors, bus drivers)a. Schedule for teaching to students and staff membersa. Schedule for regular review of use and effectivenessa. Procedures for providing orientation to new faculty, staff, studentsa. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)a. Agreement by >80% faculty and staffa. Included in school publications (e.g., handbooks)a. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions
for violations of behavior expectations.a. Schedule and procedures for regular review and enhancement of acknowledgements.a. Schedule for daily, weekly, monthly, quarterly feedback to students and staffa. Included in school publications (e.g., handbook, posters, newsletters)a. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide
continuum of consequences for violations of behavior expectations.
• Pre-referral intervention or behavior support team• Data-decision rule for initiating positive behavior support (e.g., 3 office discipline referrals for major
rule violating infraction)• Precorrection intervention to prevent future occurrences of problem behavior• Formal procedures for teaching, practicing, and reinforcing positively prosocial behaviors to replace
problem behavior• Adult mentor/advocate SWPBS Workbook pp. 70, 71
7. Discouraging Behavior Violations12
3
SWPBS Workbook pp. 70, 71
7. Discouraging Behavior Violations
Guidelines
1. Specification of Definitions for Violations of School-wide Behavior Expectations
2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations
3. Implementation of Procedures
123
Are norm-violating behavior definitions clear and mutually exclusive?
Are the school’s reactions to norm-violating behaviors communicated?
Practices
Defining
INSUBORDINATION
Insubordination is refusing to comply with
a reasonable request or directive of a
staff member.
Consequences may include a conference
with staff member and associate
principal, parent/guardian notification,
suspension, or other appropriate
disciplinary action.
Cle
ar
Def
initi
on?
Rea
ctio
n C
omm
unic
ated
?
DISRUPTIONS
Disruptions are behaviors that interfere with
teaching, learning, or orderly operation of
the classroom or building. Examples
include: shouting, play wrestling, and
running.
Consequences may include conference with
associate principal, parent/guardian
notification, suspension, or other
appropriate action.
Cle
ar
Def
initi
on?
Rea
ctio
n C
omm
unic
ated
?
Mutually Exclusive from Insubordination?
Behavior Expectation Violations
Level
I. II. III. IV.
Name/Label Minor Major Illegal
Definition
Examples
SWPBS Workbook p. 72
Comprehensive, in measurable terms, minimal overlap
Practices
continuum of severity
SWPBS Workbook p. 72
Insubordination
Refusing to comply with a reasonable directive of staff in classroom.
Refusing to comply with a reasonable directive of staff in halls.
Refusing to comply with a reasonable directive of staff in large group setting.
Refusing to comply with a reasonable directive of staff that threatens safety.
Won’t move seat.
Won’t clean up their mess.
Refuses to leave cafeteria, refuses to sit in an assembly.
Won’t stop aggressive horseplay.
Minor Major 1 Major 2 Major 3
Practices
continuum of severity
SWPBS Workbook pp. 70, 71
7. Discouraging Behavior Violations
Guidelines
1. Specification of Definitions for Violations of School-wide Behavior Expectations
2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations
3. Implementation of Procedures
TARDINESS (OFFICE INTERVENTIONS)
1 - 2. Auto-dialer, teacher reviews and warns student (consequence optional)3. Auto dialer and automated referrals to activities office begins for 3rd and each succeeding tardy4. Auto-dialer, Office warning mailed5. Auto-dialer, Office detention, if period 1 and vehicle used warn regarding suspension of parking permit6. Auto-dialer7. Auto-dialer, Office detention, call parent, if per. 1 suspend parking permit for 5 days8. Auto-dialer9. Auto-dialer10. Auto-dialer, Office refer to Dean, inform A.D., detention, student conference, call parent, if vehicle used suspend parking permit for 10 days, 11. Auto-dialer12. Auto-dialer13. Auto-dialer, Office detention, student conference, call parent, if vehicle used suspend permit for 9 weeks,
Systems
EXCESSIVE ILLNESSES
1. When a student reaches excused illnesses on 7 different days, refer to the dean and the School Nurse to review the student’s health file to see if the student has a chronic health condition which would cause the student to miss more than “usual.”
2. If no such condition exists, and if the absences have not been excused by a doctor’s note or the School Nurse, the dean sends out the “Illness Letter.”
3. Two days after this letter is sent, illness absences will be recorded as excused, only if a doctor’s note is received by the school stating “too sick to be in school,” or if deemed ill by the School Nurse. Otherwise, these absences will be considered unexcused.
Systems
Behavior Expectation Violations
Level
I. II. III. IV.
Name/Label Minor Major Illegal
Definition
Examples
Procedures
SWPBS Workbook p. 72
Comprehensive, in measurable terms, minimal overlap
Agreement regarding administrative vs. teacher/staff responsibilities
Refusing to comply with a reasonable directive of staff in
classroom.
Refusing to comply with a reasonable directive of staff
in halls.
Refusing to comply with a reasonable directive of staff in
large group setting.
Refusing to comply with a reasonable directive of staff that threatens safety.
Teacher conference with student
Possible teacher call to parent
Refer to office
DetentionRefer to officeParent conference
Refer to office
1 day in MLC
Minor Major 1 Major 2 Major 3
Insubordination
Won’t move seat.
Won’t clean up their mess.
Refuses to leave cafeteria, refuses to sit in an assembly.
Won’t stop aggressive horseplay.
Minor Major 1 Major 2
Definitions
Examples
Procedures
VIOLATION 1ST OFFENSE
2ND OFFENSE
3RD OFFENSE
Disruptive Conduct
MLC (1 period), parent call
MLC (2 periods; if same staff,) parent call
1-3 day(s) TRY or MLC, parent call & conference
Insubordination MLC (1 period) or detention, parent call, student consult with staff
MLC (2 periods) or 2 detentions; if same staff, parent call, student consult with staff
1-3 day(s) TRY, parent call & conference, student consult with staff
Rude Behavior Detention or one period in MLC
3 periods in MLC
1-3 days in MLC or class 5 periods in MLC and contract 4th OFENSE: dismissal pending parent conference
VandalismRestitution, & parent call, 1 day MLC
1-3 day(s) MLC, restitution, refer to police, parent call
2-5 days suspension/TRY, consider alternative placement, refer to police, parent call & conference
Notes:Any suspension/TRY, or dismissal includes a parent conference prior to re-admission.Depending on severity of violation, consequence may move to next level.
Systems
• Who violated rule (name, grade) • Who observed and responded to the violation of
behavior expectations • When (day, time) the violation of behavior
expectation occurred • Where the violation of behavior expectation occurred • Who else was involved in the problem situation • What was the possible motivation or purpose of the
problem behavior • What school-wide behavior expectation was violated
Office Discipline Form Guidelines
START Teacher Refers
Email referral to
clerk
Clerk notifies
appropriate dean
Student goes to office
Awaits Dean and completes Behavior
Processing Form
Dean 1 A-K
Or Back-up
Dean 2 L-Z
Or Back-up
Dean enters referral into
system
Teacher notified of action taken
Data uploaded to data
warehouse daily
Data collected prior to weekly PBIS Meeting
Office Behavior Referral Flowchart
Systems
Thank you for completing this form. The information you provide can help us get you back to class as soon as possible. You may write on the back if you need more space for any of the questions.
First Name___________________ M.I.___ Last Name_____________Grade________ Today’s Date ___________
1. What class were you sent from?Teacher Name ___________ Course Name________Period____
Behavior Processing Form
a. Greatb. Great until todayc. Pretty goodd. Pretty good until
today
e. OKf. OK until todayg. Not so goodh. Pretty bad
2. What has been your relationship with this teacher
Systems
3. When asked to leave the class, where were you?
1. In your assigned seat2. At the door3. At the pencil sharpener4. At the teacher’s desk5. At another student’s desk6. Other ________________
4. Please describe your plans for after high school.
5. Please describe what you were doing just before your teacher asked you to leave the class.
Behavior Processing Form
6. Please describe what your teacher was doing just before you were asked you to leave the class.
7. Do you feel you were treated fairly? Yes / NoWhy?
8. Could you have done something differently to avoid being asked to leave? Yes / No
If yes, please describe what you could have done.
Please give this form to your dean or assistant principal.
Behavior Processing Form
Administrative staff (dean or A.P.) reviews form with student to assist with processing incident
Student turns form (completed or not) into administrative staff .
Admin. staff turns form into clerk
Clerk logs key items from the form into data base
Admin. staff reviews data base to identify trends and problem-solve
Procedure for Behavior Processing Form
Systems
“This a process…”
Special Education Behavior Support Systems
Systems
STARTIs this a safety,
chemical issue; a significant or
ongoing harassment issue; or gross
insubordination?
Yes
Refer to Admin.
NoClassroom
Interventions*
*Possible Classroom Interventions
ProximityRedirectionConference with StudentParent CallParent ConferenceDetention with TeacherLoss of Participation/Citizenship PointEncouragementReview of ExpectationsRestitutionDe-escalationStudent Calls/Emails Parent
NEXT PAGE
Effective?
**Possible BM Interventions
Student ConferenceParent CallProcessing FromCool-off TimeProblem SolvingRestitutionFacilitate Meeting with TeacherConsult with Dean/CM/ASBehavior ContractMediationDe-escalation
Can Class Continue
?Effective?END Yes No
No
Yes
Consult with CM/BM/Dean to
Plan Interventions
Implement Planned
Interventions
Refer to BM**
Classroom Interventions*
FROM LAST PAGE
NEXT PAGE
Consult with CM/Dean/AP to Plan Interventions
Implement Planned
Interventions
No
Refer to AP
Ready to Return*?
No
Yes
Team MeetingEND
Ready to Return*?
END
YesReady to Return*?
Yes END
No
Refer to BM**
FROM LAST PAGE
*Determining if Student is Ready to Return
Student Takes Responsibility for BehaviorStudent Calmly and Accurately Talks through Issue
SWPBS Workbook pp. 70, 71
7. Discouraging Behavior Violations
Guidelines
1. Specification of Definitions for Violations of School-wide Behavior Expectations
2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations
3. Implementation of Procedures
Teaching Procedures:New Teacher Orientation Topics, Fall
Workshop, Winter Staff Meeting•Unexcused Absences
ClassroomOffice Support
•Unexcused TardiesClassroomOffice Support
• Behavior Classroom Office Support
oBottom line office issues Safety Chemicals Gross insubordination
Harassment
Informing Families
Quick Reference Guidefor Student Handbook
Please turn in this sign-off form with your Health and Emergency Form to receive your student schedule.
I have reviewed the information from the student handbook. I understand my student will be issued a complete handbook the first week of school and I plan to review it with him/her.
Parent Signature_________________________________ Date_____________
Student Name________________________________ Grade_____
Please turn in this form when your student schedule is picked up.
ATTENDANCE
STUDENT, PARENT, AND SCHOOL RESPONSIBILITY (P. 6)To encourage regular attendance, Mounds View High School works to build a partnership with students’ families. To support this partnership, the school communicates attendance concerns to parents/guardians through an automated phone …
WHAT SHOULD YOU DO IF YOU ARE ABSENT? (P. 6)Parents/guardians are to call the Attendance Office (651-633-4031) each day your son or daughter is absent. You may call the Attendance line 24 hours a day. Please call before 9:00 a.m. …
Quick Reference Guidefor Student Handbook
Following are some of the key areas in our student handbook that we believe deserve special attention. During the first week of school, all students will be issued a student handbook. The school will review key areas of the book with students to help them understand school expectations. We ask you to support our efforts by reviewing the following information now and by discussing the complete handbook with your student during the first week of school.Please note that this document only summarizes key areas from the handbook. See the handbook for complete information. Handbook page reference numbers are listed with each area.
LEAVING SCHOOL (P. 6)If you become ill during the day, or if you must leave school for any reason, you must receive permission from the office. If you leave school for any reason without notifying the office prior to leaving…
HEALTH OFFICE (P. 7)Students wishing to see the nurse must have a pass from their teacher except in cases of emergency. Students leaving because of illness must be excused by the Health Office after staff consults with a parent/guardian, and must sign out in the Attendance Office.
SWPBS Workbook pp. 70, 71
7. Discouraging Behavior Violations
Guidelines
1. Specification of Definitions for Violations of School-wide Behavior Expectations
2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations
3. Implementation of Procedures
123
Guidelines1. Specification of Definitions for Violations of School-wide Behavior Expectationsa. Contextually appropriate labels/namesa. Definitions represent continuum of severity (e.g., minor, major, illegal)a. Definitions comprehensive in scope (school-wide)a. Definitions in measurable termsa. Mutually exclusive (minimal overlap)2. Specification of Procedures for Processing Violations of School-wide Behavior Expectationsa. Agreement regarding office staff versus teacher/staff responsibilitiesa. Office discipline form for tracking discipline events that specifies the following:
Who violated rule (name, grade) Who observed and responded to the violation of behavior expectations When (day, time) the violation of behavior expectation occurred Where the violation of behavior expectation occurred Who else was involved in the problem situation What was the possible motivation or purpose of the problem behavior What school-wide behavior expectation was violated
a. Agreement regarding options for continuum of consequencesa. Data decision rules for intervention and support selection
3. Implementation of Proceduresa. Use by all staff (e.g., office, security, supervisors, bus drivers)a. Schedule for teaching to students and staff membersa. Schedule for regular review of use and effectivenessa. Procedures for providing orientation to new faculty, staff, studentsa. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)a. Agreement by >80% faculty and staffa. Included in school publications (e.g., handbooks)a. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions
for violations of behavior expectations.a. Schedule and procedures for regular review and enhancement of acknowledgements.a. Schedule for daily, weekly, monthly, quarterly feedback to students and staffa. Included in school publications (e.g., handbook, posters, newsletters)a. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide
continuum of consequences for violations of behavior expectations.
• Pre-referral intervention or behavior support team• Data-decision rule for initiating positive behavior support (e.g., 3 office discipline referrals for major
rule violating infraction)• Precorrection intervention to prevent future occurrences of problem behavior• Formal procedures for teaching, practicing, and reinforcing positively prosocial behaviors to replace
problem behavior• Adult mentor/advocate SWPBS Workbook pp. 70, 71
12
3
Ready, Set, Grow!
http://www.youtube.com/watch?v=u90qRE2F7CM
Responding to Rule ViolationsMark Tateosian
[email protected] Public Schools
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