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C. Effective Procedures for Dealing with Discipline



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Critical Element/Trainer

PresentationsPBIS Implementation Goal Workbook

Examples and Tools

C. Effective Procedures for Dealing with Problem Behaviors

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

a. Team has established clear, written procedures that lay out the process for handling both major and minor discipline incidents

Module C Snapshot

T-Chart

Module C – Self-Assessment and Action Plan

Jefferson Behavior Flow ChartWilson Flow ChartWI PBIS Network Examples

8.Discipline process includes documentation proceduresa. There is a documentation procedure to track both major and minor behavior incidents

9.Discipline referral form includes information useful in decision making

a. 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

ODR Example - SWIS

10.Problem behaviors are defined

a. Written documentation exists that include clear definitions of all behaviors listed Behavior Definitions - SWIS

11.Major/minor behaviors are clearly differentiateda. Most staff members are clear about which behaviors are staff managed and which are

sent to the office. (e.g., appropriate use of office referrals). Those behaviors are clearly defined, differentiated and documented

Locust Lane T ChartRobbins T ChartHamilton T ChartLeopold T ChartSpring Harbor T Chart

12.Suggested array of appropriate responses to major (office-managed) problem behaviors

a. There is evidence that all administrative staff members are aware of and use an array of predetermined appropriate responses to major behavior problems

Worchester Pocomoke El. Behavior Framework

http://www.wisconsinpbisnetwork.org/educators/pbis-in-action/tcharts.html

http://www.wisconsinpbisnetwork.org/educators/pbis-in-action/tcharts.html



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Information System

1. Effective Procedures for Dealing with Problem Behaviors

2. Computer Application3. Decision Making



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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?

3-Tiered System of Support

Necessary Conversations (Teams)

CICO CICO

SAIGSAIG

Group w. individual

feature

Group w. individual

feature

Complex

FBA/BIP

Complex

FBA/BIP

Problem Solving Team

Problem Solving Team

Tertiary Systems Team

Tertiary Systems Team

Brief

FBA/BIP

Brief

FBA/BIP

Brief FBA/BIP

Brief FBA/BIP

WRAPWRAP

Secondary Systems Team

Secondary Systems Team

Uses Process data; determines overall

intervention effectiveness



Standing team; uses FBA/BIP process for one youth at a time

Standing team; uses FBA/BIP process for one youth at a time





Sept. 1, 2009

UniversalTeam

Universal Support

Grey-scale all but universal

Plans SW & Class-wide supports

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

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

Check-in/ Check-out

Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)

Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)

Complex 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.

Social/Academic Instructional Groups

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised Aug.,2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t



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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?



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Developing Appropriate Definitions

of Problem Behaviors



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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



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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



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SWIS Compatible Definitions

www.swis.orgAlso in example section

•Operationally defined– Problem behaviors– Locations– Possible motivations– Others involved– Administrative decisions

Behavior Definitions



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Developing Behavior Tracking Forms



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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



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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



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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



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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-Charts



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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)



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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



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• 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)?



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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 judgement calls are minimized



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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.



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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



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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)



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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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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)



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Developing a Coherent Office Discipline Referral Process



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Office Discipline Referral 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



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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



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The Completed Office Discipline Referral 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

Flow Charts



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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



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Complete Module C: Effective Procedures for Dealing with

DisciplineSelf Assessment and Action Plan

Activity

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