C. Effective Procedures for Dealing with Discipline

C. Effective Procedures for Dealing with Discipline

Critical Element

PBIS Implementation Goal

C. Effective Procedures for Dealing with Discipline

7. Discipline process described in narrative format or depicted in graphic form

8. Discipline process includes documentation.

9. Discipline referral form includes information useful in decision making

10. Problem behaviors are defined.

11. Major/Minor behaviors are clearly differentiated.

12. Suggested array of appropriate responses to major (office-

managed) problem behaviors

Objectives

• Understand the importance of a data collection system

• Identify minor and major incidences

• Evaluate current Office Discipline Referral Form

• Evaluate current referral process within school

Information System

1. Effective Procedures for Dealing with Problem Behaviors

2. Computer Application

3. Decision Making

Considerations Activity (C1)

• Information System

• Data System

Data System Definitions

Referral Process

Establishing a Data-basedDecision-making System

Referral Form


Referral Process


Referral Form

Characteristics of a SWISCompatible 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)

Major Discipline Incidents

• Defined• Discipline incidents that must be handled by the

administration.

• 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.

Minor Discipline Incidents

• Defined• Discipline incidents that can 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 still tracked but the consequence is delivered in the classroom

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.

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

T- Chart Activity (C2)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

Use the blank chart (C2) to begin to develop a chart to fit your school

What is the purpose of an Office Referral?

• Intervention or way to gather information?

• Both?

Office Discipline Referral (ODR) Forms

• Be sure to answer the following 5 questions on each referral form: – 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

Characteristics of a SWISCompatible 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.

ODR Activity (C3)

1. Use the “Effective ODR Characteristics” (C3) toreview your ODR to determine if there are anyimprovements that need to be made.

2. Be sure to identify one person on your team to take notes about your discussion and improvementsthat need to be made.

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)

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)

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)

Data System

Referral Form Referral Process


Definitions

Appropriate Definitions of Problem Behaviors

• 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 definitions

• Once behaviors are defined, all faculty, staff, administration, students and families will need to be trained on the definitions

Definitions of Problem Behaviors

• All problem behaviors are identified and defined and none of the definitions overlap

• Consistent definitions make data collection much more accurate and reliable

• The addition of minor problem behaviors assists in the summary of minor infractions

SWIS Compatible DefinitionsActivity (C4)

• A complete list of problem behaviors, as well as, locations, possible motivations, others involved, and administrative decisions are all operationally defined on the SWIS web-site (www.swis.org) and also in the example section.

• Look over the definitions from your workbook and discuss how these will work with in conjunction with your major and minor referrals.


Referral Form


Referral Process

Discipline Referral Process

• Discipline Referral Process– Coherent– Predictable

• This process is defined, taught, and agreed upon with all staff.

The Completed OfficeDiscipline Referral Process

• Contains definitions of:– major discipline incidents, – minor discipline incidents, – crisis incidents, – 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

Office Discipline Referral ProcessActivity (C5)

• Evaluate your schools current discipline process and procedures.

Considerations:• 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

Activity C6Action Steps

• Assessment C: Effective Procedures for Dealing with Discipline– Complete form using team consensus– For each of the items, determine status

(A-Achieved; I-In Progress; N-Not Started)– Discuss areas of strengths and needs– List at least 2 action steps to strengthen areas

of need

Documents

C. Effective Procedures for Dealing with Discipline