C. Effective Procedures for Dealing
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edit Discipline
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Critical
Element/Trainer
Presentations
C.
Effective
Procedures
for Dealing
with
Problem
Behaviors
PBIS Implementation Goal
7.
Workbook
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
8.
Discipline process includes documentation procedures
a.
There is a documentation procedure to track both major and minor behavior incidents
Examples and Tools
Jefferson Behavior
Flow Chart
Wilson Flow Chart
WI PBIS Network
Examples
Module C –
SelfAssessment
and Action
Plan
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9.
10.
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
Problem behaviors are defined
a.
Written documentation exists that include clear definitions of all behaviors listed
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11.
12.
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Major/minor behaviors are clearly differentiated
a.
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
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
3
Behavior Definitions
- SWIS
Locust Lane T Chart
Robbins T Chart
Hamilton T Chart
Leopold T Chart
Spring Harbor T
Chart
Worchester
Pocomoke El.
Behavior Framework
Information System
1. Effective Procedures for Dealing with Problem
Behaviors
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2. Computer Application
3. Decision Making
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Information System
• Does your data give you an accurate picture?
to reported
edit Master
titleinto
style
• Are Click
behaviors
and entered
data
system with fidelity?
• Do you share behavioral data with all staff?
• Does the
fullto
staff
the importance
of
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editunderstand
Master subtitle
style
behavioral data and the problem-solving
process?
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3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
Sept. 1, 2009
FBA/
BIP
Complex
FBA/BIP
WRAP
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/
Secondary
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Check-in/
Check-out
Social/Academic
Instructional Groups
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Individualized CheckIn/Check-Out, Groups &
Mentoring (ex. CnC)
Tier 3/
Tertiary
Brief Functional Behavioral Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Illinois PBIS Network, Revised Aug.,2009
Adapted from T. Scott, 2004
SIMEO Tools:
HSC-T, RD-T, EI-T
Wraparound
Data System- Checklist
• What is the process? How do I refer? How do I
complete
is thetitle
purpose
of the
Click toform?
editWhat
Master
style
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
Click
to edit
Master
subtitle
styleOr school
know
when
I refer
to school
nurse?
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
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to
edit
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title
style
of Problem Behaviors
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Appropriate Definitions of Problem Behaviors
What one teacher may consider
disrespectful,
may not
be disrespectful
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Master
title styleto
another teacher. For that reason, problem
behaviors must be operationally defined.
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SWIS Definitions Example
10
Appropriate Definitions of Problem Behaviors
• Clear set of definitions for all categories on
the
office
discipline
referral
form
exists
and
is
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in line with the SWIS definitions
• Once
behaviors
are defined,
allstyle
faculty, staff,
Click
to edit Master
subtitle
administration, students and families will
need to be trained on the definitions
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SWIS Compatible Definitions
www.swis.org
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Also in example section
• Operationally defined
– Problem behaviors
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– Locations
– Possible motivations
– Others involved
– Administrative decisions
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Behavior
Definitions
12
Developing Behavior
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Tracking Forms
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Major Discipline Incidents
• Defined
• Discipline incidents that must be handled by the
administration.
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to edit Master title style
• These may include but are not limited to: physical fights,
property damage, drugs, weapons, tobacco, etc.
• Purpose
Clickproblem
to edit
Master
style
• Once
behaviors
aresubtitle
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*.
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• These may include but are not limited to: tardiness to class, lack
of classroom material, incomplete classroom assignments, gum
chewing, etc.
• Purpose
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• 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
require
immediate response
from
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tothatedit
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title style
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.
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• 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- Chart
List Minor Problem Behaviors
–
–
–
–
–
–
–
–
–
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
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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
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T-Charts
17
Characteristics of a SWIS Compatible Referral Form
• A clear distinction must exist between
problem
behaviors
that
are
staff-managed
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(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
Administratortitle
interaction
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toMember
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style
– Underestimation of actual behavior
– Piece of information used to make decisions
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– Data point
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What is not an Office Discipline Referral (ODR)?
• What it IS NOT:
• Punishment
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to edit Master title style
• A Reflection on teacher’s skills
tochange
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• AClick
way to
or re-teachsubtitle
behavior style
• A first attempt at correcting behavior
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Office Discipline Referral (ODR) Forms
• Be sure to answer the following 5 questions on
each referral form:
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to
edit
Master
title
style
– Who, Why, What, When & Where?
• Clarity on the referral form takes the guess work
out of the data entry person’s job
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• 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
• Problem Behavior
Date
• Possible
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titleMotivation
style
Time of Incident
• Others Involved
Student’s Teacher
• Administrative
(optional)
Decision
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to
edit
Master
subtitle
style
• Student’s Grade Level
• Other Comments
• Referring Staff
• No more than 3 extra
info.
• Location of Incident
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Developing the ODR
Solutions:
Challenges:
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title
style
• Re-train faculty or
•
The form is not
return to faculty to
filled out correctly
fill out completely
beforestyle
processing
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Goal of the Tracking Form
• Collect data that are necessary to identify
effective
changingtitle
inappropriate
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to ways
editofMaster
style
classroom behavior (minor) before it
results in an office discipline referral
(major)
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Classroom Tracking Forms
• Classroom behaviors take up considerable
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to ofedit
Master
title
style
amounts
teacher
time that
could
be better
spent on instruction
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to
edit
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subtitle
style
• 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)
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• Used as a tool to identify patterns of behavior
• When are the behaviors occurring? (math, transition)
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to
edit
Master
subtitle
style
• 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
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to
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Discipline Referral Process
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Office Discipline Referral Process
• Evaluate current discipline process and
procedures
to editreferral
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title
styleand
•Click
Is the discipline
process
meaningful
effective?
• Identify whether teachers are following the
current plan for completing referrals
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to
edit
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subtitle
style
• 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 decisionmaking system is to insure that a school has a
Click
to edit
Master
titleReferral
styleProcess.
predictable
and coherent
Discipline
• This process must be defined, taught, and agreed
upon with all staff, and must include definitions for:
― major discipline incidents
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to edit Master subtitle
― minor discipline incidents
― emergency or crisis incidents
― a continuum of discipline procedures
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style
31
The Completed Office Discipline Referral Process
• Contains definitions of: major discipline
incidents, minor discipline incidents, crisis
Click toa continuum
edit Master
title style
incidents,
of discipline
procedures
• Can be summarized in a narrative or graphic
form
• Is presented
to allMaster
staff forsubtitle
approval
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style
• Is trained to all staff
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O b se rve P ro b le m B e h a vio r
W a rn in g /C o n fe re n ce w ith S tu d e n t
No
U se C la s sro o m
C o n se q u e n ce
C o m p le te M in o r
In cid e n t R e p o rt
D o e s stu d e n t
h a ve 3 M IR slip s
fo r th e sa m e
b e h a vio r in th e
sa m e q u a rte r
W rite th e
stu d e n t a
R E F E R R A L to
th e m a in o ffice
Is b e h a vio r
o ffice
m anaged?
Yes
C lassr oom
M anaged
O ffice
M anaged
•P repa redne ss
•C alling O ut
•C lassroom D isruption
•R efusal to F ollo w a
R easonable R equest
(Insubordination)
•F ailure to Serve a
D etention
•P ut D o wns
•R efusing to W ork
•Inappropriate
T one/A ttitude
•E lectronic D e vice s
•Inappropriate
C om m ents
•F ood or D rink
•W eapons
•F ighting or A ggressive
P hysical C ontact
•C hronic M inor
Infractions
•A ggressiv e L anguage
•T hreats
•H arassm ent of Student
or T eacher
•T ruancy/C ut C lass
•Sm oking
•V andalism
•A lcohol
•D rugs
•G am bling
•D ress C ode
•C heating
•N ot w/ C lass D uring
E m ergenc y
•L eaving School
G rounds
•F oul L anguage at
Student/Staff
W rite re fe rra l to
o ffice
A d m in is tra to r
d e te rm in e s
co n se q u e n ce
A d m in is tra to r
fo llo w s th ro u g h
o n co n se q u e n c e
A d m in is tra to r
p ro vid e s te a ch e r
fe e d b a ck
S ID E B A R o n M in o r In c id e n t R e p o r t s
•Issue slip wh en student does not respond to pre -co rrection, re-direction, or verbal warning
•O nce written, file a copy with adm inistrator
•T ake concrete action to corre ct behavior (i.e. assign detention, com plete behavior reflection
writing, seat change)
Flow Charts
Activity: Putting It All Together
1. Review SWIS behavioral definitions, create a tchart of major and minor behaviors.
T-Charts
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Behavior Definitions
2. Create or refine your office discipline referral
form. Be sure to capture majors and minors. SWIS Definitions Example
3. Create a flow chart or other narrative that
to edit
Master subtitle
outlinesClick
your referral
process.
styleFlow Charts
4. Create a plan for orienting staff to T-chart,
referral form, flow chart.
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Complete Module C:
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to
edit
Master
title
style
Effective Procedures for Dealing with
Discipline
Self Assessment and Action Plan
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Activity
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Getting Started - Wisconsin PBIS Network