School-wide Positive Behavior Support

January 6, 2006 Manchester Public Schools

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Connecticut State Department of Education · Division of Teaching & Learning Programs and Services

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Recap of Day 2 Topics Building Faculty Involvement Definitions of Target Behaviors Developing Behavior Tracking Forms (In

Progress) Office Discipline Referral Forms Classroom Behavior Tracking Forms

Developing a Coherent Behavior Response Process

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Today’s Topics Team Updates Effective Consequences Identifying School-wide Expectations Identifying Rules for Unique Settings

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TEAM UPDATES 3 Things you have accomplished since our

first meeting

2 Things you’d like to share

1 Task you will do as a next step

Behavior Tracking Forms

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Characteristics of an Effective Office Referral Form A clear distinction between problem

behaviors that are staff-managed (minor) versus office-managed (major)

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Major Discipline Incidents Defined

Discipline incidents that must be handled by the administration.

Purpose Once behaviors are operationally defined, it is

essential that the team distinguish the major discipline incidents from the minor to determine the appropriate consequence

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Minor Discipline Incidents Defined

Discipline incidents that must be handled by the classroom teacher and usually do not warrant a discipline referral to the office.

Purpose To determine appropriate consequence and

where the consequence should be delivered.

These incidences are tracked.

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Emergency or Crisis Incidents Defined

Discipline incidents that require immediate response from administration and/or crisis response team

Purpose Maintain order and safety during emergency

situations

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

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Categorizing Behaviors District team

What should a district policy say about

Major behaviors Minor behaviors Crisis Incidents

Bowers Take your list of

behaviors and determine if they are major or minor

How will you get faculty consensus?

Bennet Brainstorm a list of

consequences for levels 1 and 2.

How will you get faculty consensus?

Action Plan!

What will you do with this information?

Office Discipline Referral Form

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Office Discipline Referral Form Office referrals should

answer the following questions: Who Why What When Where

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

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

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Characteristics of an Effective 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.

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Activity: Office Referral Form Compare your school’s current discipline

referral form to the characteristics presented

Discuss as a team what components your referral form may be missing and how it could be improved

Action Plan!

What will you do with this information?

Classroom Tracking Forms

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Goal of the Tracking Form Collect data that is necessary to identify

effective ways of changing inappropriate classroom behavior (minor) before it results in an office discipline referral (major)

Determine how this information will connect to EIP

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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)

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Classroom Tracking Forms District team

What information from classroom tracking would you like to track district-wide?

How would this data connect to EIP?

Bowers & Bennet Determine what data

you would need from classroom tracking system

Determine how this data will support

School-wide decisions EIP Process

Determine how a classroom tracking system can be done for your school

Action Plan!

What will you do with this information?

A Coherent Behavior Response Process

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Behavior Response Process Evaluate current behavior response

process and procedures Is the process meaningful and effective Identify whether teachers are following the

current plan for completing office discipline referrals

Interview teachers on their perceptions regarding the school’s responsiveness to behavior

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Behavior Response Process The next step is to insure that a school has

a predictable Behavior Response Process. This process must be defined, taught, and agreed upon with all staff, and must include definitions for: Major discipline incidents Minor discipline incidents Tiered system level I, II & III Emergency or crisis incidents A continuum of discipline procedures

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Developing a Coherent Behavior Response Process Once your school has developed

appropriate definitions of major, minor, and crisis incidents, it is necessary to develop a coherent response process The process can be either narrative or graphic

(see examples on following pages)

Positive Behavior Support Flow Chart

Level ILevel III Level II

Immediate Office Referral

Administrator consequence with teacher input when appropriate

Parent Contact

Accumulation of 5 Level II Infractions

become Level I monitored

by office staff

Teacher redirection

office notification use Action

Form

Re-teaching & Teacher

consequence

Parent Contact

Teacher redirection/re-

teaching Example… move seat,

verbal warning, note in assignment

book

Behavior continues move to Level II

monitored by teacher

EIP Process

Behavior strategies taught by staff

Goal:

Improved Student Behavior

ObserveBehavior of Concern

Is the behaviormajor?

Develop Intervention NO Send to officeYES

Determine the consequence,/intervention

Develop intervention &determine consequence

File in teacher’sbox

Write contract & contact parents

Make copies for parents signature

Follow upwith student

within aweek

Sample Response Process

Re-Teach Appropriate Behavior

Adapted from the FL PBS Project: University of South Florida

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Response Process District team

Determine the best forum for EIP & PBS representatives to come together and address this question:

What should the district policy be for addressing behaviors of concern?

What process should schools follow?

Bowers & Bennet Determine the best

forum for EIP & PBS representatives to come together and address this question:

What process should teachers follow to address a behavior of concern?

Action Plan!

What will you do with this information?

Developing Effective

Consequences

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What is the Purpose of Developing Consequences The more students know the rules and

consequences for misbehavior and are aware that the rules in a school are applied fairly under a “system of laws,” the less victimization and disorder is present in the school (Mayer & Leone, 1999)

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When Developing Consequences… Clearly identify where various behaviors

will be managed (classroom vs. office referral)

Develop an array of responses to behavior of concern

Include opportunities for students to learn and practice more acceptable behaviors

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When Developing Consequences… Develop a system for notifying:

staff involved with the discipline of a particular student

parents to avoid inconsistencies students and reminding them of their

responsibilities with regard to consequences if the intervention will not be administered immediately

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When Developing Consequences… Establish re-entry procedures for staff and

students to follow when a student returns to class

Align data collection procedures with the school-wide discipline plan

Develop documentation processes that facilitate the analysis of problems at all levels

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When Developing Consequences… The system should not rely entirely on the

student’s ability and/or willingness to inform parents of the problems

AVOID long delays between the notification of misbehavior and the implementation of a disciplinary action

Refrain from establishing a policy of revoking previously earned rewards

Example: Detention scheduled one week later

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Effective Strategies for Classroom Level Including effective interventions at the

classroom level: Re-teach the expectations/rules Change seating arrangements Conference with parent and/or student Peer mediation Student contract Provide choices Remove tempting items from the classroom

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Effective Strategies for Classroom Level Including effective interventions at the

classroom level: Humor Let the student “save face” Re-direction Failure to earn a privilege Restitution/apology Prompt & cue both verbal & non-verbal Reward alternate positive behavior

Examples of Responses

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Examples of Administrative Responses Conference with

student Individualized

instruction Loss of privilege Out-of-school

suspensions Saturday school

Time in office Time out/detention Expulsion In-school suspension Other Parent contact

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Examples of Classroom Responses Staff trained to immediately correct:

Name problem behavior State school-wide expected behavior Model expected behavior Ask student to demonstrate behavior Provide acknowledgement to student

Staff trained to administer consequence: Follow procedures based on major/minor

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Challenges Aligning consequences with other

components of the school-wide positive behavior support plan

Communicating among staff and administration

Communicating with parents Developing a hierarchy of consequences Maintaining a consistency in delivery of

consequences

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Solutions Provide opportunities for staff, families,

and students to contribute ideas Align plans for consequences with other

components of the school-wide plan Streamline documentation procedures to

facilitate communication Train all staff and administrators in

procedures to maintain consistency Identify each person’s role in the process

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Solutions Train multiple staff members to assume

responsibilities for detention, in-school-suspension, and other disciplinary processes

Plan for other staff members to assume the roles of people who are absent

Tape training sessions and keep training materials on file for use during booster sessions and with newly hired staff

Notify all parents of the new discipline procedures

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Response Process District team

Which behavior should reach attention of the district level?

When referrals reach the attention of district/central office (e.g., Expulsion Committee, Truancy Committee)?

What process should schools follow?

Bennet Put list of responses

(minor and major) in a format that can be shared with staff and families as a reference:

(e.g., Create a flow chart/visual representation)

Bowers Create a list of

minor/major behaviors aligned with some suggested responses:

Action Plan!

What will you do with this information?

School-wide Expectations

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School-wide Expectations Definition:

A list of specific, positively stated behaviors that is desired of all faculty and students

Also referred to as concepts These expectations should be in line with the

school’s mission statement and should be taught to all faculty, students, and families

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Guidelines for Expectations Identify behaviors expected of all students

and staff in all settings Select 3 to 5 behaviors State expectations in positive terms Select expectations that are general

enough to be applicable in multiple settings, but specific enough to be of assistance in generating rules for targeted settings

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Depaolo Middle School’s Patriot Pride Pride in Self

Pride in Others

Pride in School

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Shelton Public Schools A Shelton Learner is:

Respectful

Responsible

Safe

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Washington Middle School’s Washington Way Respect for Self

Respect for Others

Respect for School

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East Hartford Middle School Be Respectful of Human Rights

Be Safe

Be Responsible

Be a Positive Role Model

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Expectations

Broadly Stated

Applies to ALL

Settings/People

Positively Stated

Aligned with

Mission

FL PBS Project: University of South Florida

Do They Meet the Criteria?

Developing Expectations for Specific Settings

Example of School Matrix Hall Cafeteria Outside

Recess

Be safe Walk facing forward. Stay to the right except when directed otherwise.

Hold tray with 2 hands, walk single file facing forward, keep all food to self without sharing.

Walk in hall & on sidewalk, stay within the boundaries, use equipment safely, follow game rules, tag & chasing prohibited.

Be prepared Have planner signed.Be on time.

Have lunch money ready.Know what you want to order.

Be dressed out & in place on time.Be ready to repeat instructions when asked.

Be respectful Keep hands, feet & objects to self, use voices appropriately, ignore students who are sitting in the hall.

Keep hands, feet & objects to self, use quiet inside voice, face forward & keep the line moving.

Keep hands, feet & objects to self, use polite language and respectful tone of voice.

FL PBS Project: University of South Florida

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Depaolo Middle School’s Patriot Pride Pride in Self Pride in Others Pride in School

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Patriot Pride-Classroom Expectations Take PRIDE... in yourself

Be on time to class with materials. Listen and follow directions. Strive for excellence

Take PRIDE... in each other Be courteous by using polite language. Keep hands, feet, and objects to self. Respect other people's property.

Take PRIDE... in your school Keep books covered. Use classroom materials appropriately. Prevent and report vandalism.

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Patriot Pride-Bus Expectations Take PRIDE... in yourself

Remain in your seat. Wait for bus in safe area.

Take PRIDE... in each other Respect other people's property. Keep hands, feet, and objects to self. Be courteous by using polite language.

Take PRIDE... in your school Keep food and drink in backpack or lunch bag. Place trash in wastebasket. Prevent and report vandalism.

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Patriot Pride-Library Expectations Take PRIDE... in yourself

Choose any book. Check the due date. Return books on time Be quiet in the library.

Take PRIDE... in each other Return books to allow others to borrow them. Find a book? Return it to the library.

Take PRIDE... in your school Books are resources everyone should have access to. Project finished? Return those books.

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B A M S B-Be Respectful

A-Act Appropriately

M-Manage Your Time and Tasks

S-Strive for Success

T.Knoster, 2000

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BAMS: Morning Areas Be respectful

Remain in designated areas Act appropriately

Keep hands, feet, and objects to self Talk quietly

Manage your time Use designated exits Exit in orderly manner

Strive to succeed Keep self and other safe by not rushing around Help others when needed

T.Knoster, 2000

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BAMS: Cafeteria Be respectful

Wait patiently in line Follow the flow of traffic (outside-in)

Act appropriately Keep your food & utensils on trays or in mouth Raise hand to leave seat Walk at all times

Manage your time Be there on time Have money/ticket ready to pay

Strive to succeed Clean your area before you leave

T.Knoster, 2000

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BAMS: Hallway Be respectful

Keep hallways clean & free of litter Act appropriately

Walk at all times Close locker quietly Keep to the right

Manage your time Go to locker during designated times Be in your class when the bell rings

Strive to succeed Help others when needed Give others a chance to get into their locker

T.Knoster, 2000

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Response Process District team

Discuss district perimeter on setting school-wide expectations:

Bennet & Bowers Create a matrix of

expectations in specific settings:

Action Plan!

What will you do with this information?

Questions…?

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Next Steps…….

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Next Training Date Day 4 March 24, 2006

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Technical Assistance Dates Day 2 February 16, 2006 Day 3 March 31, 2006 Day 4 May 25, 2006