BoQ Critical Element:Effective Procedures for Dealing with Discipline

BoQ Critical Element: Effective Procedures for Dealing with

Discipline

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

8. Process includes documentation procedures

9. Discipline referral form includes information useful in decision making

10.Problem behaviors are defined

11. Major / minor behavior clearly differentiated

BoQ Critical Element: Effective Procedures for Dealing

with Discipline

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

Discipline process (documented procedures and behavioral definitions) is shared with families

The differentiations between major and minor problem behaviors is clear to families

Adapted from Maryland PBIS & FL PBIS Project

BoQ Critical Element: Effective Procedures for Dealing

with DisciplineCommunication with families occurs as problem

behaviors arise

Families are invited to participate in coordinating interventions between home and school for their child.

Stakeholders from different backgrounds are involved in designing the discipline process to minimize cultural bias

BoQ Scores by ElementAll Colorado PBIS Schools

Does the Traditional Approach to Discipline Work?

A Colorado High School with a total attendance of 740 students has 8000+ tardies and absences

In one semester, a middle school gave out 277 three-day out of school suspensions, for a total of 831 days of missed instructional time by those students

Zero Tolerance policy leads to a drill team participant being expelled and an 8th grade student being arrested for writing on a desk

A 4th grade student was pepper-sprayed by police for significantly disrupting the learning environment

Effective Procedures forDealing with Discipline

Data System Definitions

Referral Form Referral Process

Data System

Referral Form Referral Process

Effective Procedures for Dealing with Discipline

Definitions

Clear, Mutually Exclusive Definitions of Behavior

Come to an agreement of what behaviors “look like” in our environment

Provides a common understanding and accounts for differing tolerance levels

Increases consistency among adults (including family members)What does tardy mean? What’s the difference between a major inappropriate

language violation and a minor inappropriate language violation?

Clear, Mutually Exclusive Definitions of Behavior

All problem behaviors are covered and none of the definitions overlap

Consistent definitions make data collection much more accurate and reliable

Encourage shared understanding and responsibility between home and school

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

Culturally Responsive Definitions

Example:Disrespect: student engages in refusal to follow directions,

talks back and/or delivers socially rude interactions “Refusal to follow directions” – might be due to culturally conditioned

perceptions of what constitutes and does not constitute a command (Delpit, 1992)

“talking back” – might be an expression of a culturally specific communication style (Cartledge & Milburn, 1996)

“socially rude” – varies from culture to culture

Involve stakeholders from different backgrounds to minimize cultural bias

Behavior Definitions

Bullying/Harassment

Consider adding specificity for intervention planning:

Type Mode•Religious/creed•Racial•Sexual•Gender/Sexual Orientation•Ability•National Origin/Ancestry•Intimidation•Hazing•Relational Aggression

•Written•Verbal•Physical•Cyber - Social Networking•Cyber - Email•Cyber – Text•Cyber - Other

*Note: These harassment/bullying types match the enumerations listed within CO HB 11-1254.

Team Time

Compare and contrast your site’s behavior categories with SWIS behavior categories

Review and refine definitions of behavior

Determine how get feedback to/from staff , students and families

Complete action plan section (Discipline Procedures) identifying goals and tasks to be completed

Outcomes

Do you have behavioral definitions?

Do you need to review and revise any definitions of problem behavior? If yes, which ones?

How can you get staff, student and family input on the definitions?

Do the staff, students and families know and consistently use the definitions? If no, how can your team review the definitions with staff, students and families?

Do your behavioral expectations reflect cultural sensitivity?

Team Time

Reflection Questions

Office - Managed vs. Classroom-Managed Behaviors

“Classroom - Managed” •Handled by the teacher•No administrative action needed •May still want documentation to track trends•“minors”

“Office - Managed”•Handled by an administrator•Administrative action needed•“majors”

T – Chart of Behavior

Classroom Behavior Office Behavior

T – Chart of BehaviorElementary Example

Teacher-Managed- Attendance / Tardy- Profanity directed at student- Gum chewing- Homework- No supplies- Tattling- Non-compliance- Name calling- Lying- Minor stealing- Minor disruption- Cheating- Minor harassment- Dress code violations

Office-Managed- Repeated attendance/tardy- Vandalism- Substance abuse- Weapons- Repeated disruptions- Fighting- Profanity directed at adults- Verbal/physical intimidation- Chronic dress code violation- Bullying / harassment- Gang-related activity- Major stealing- Defiance

T – Chart of BehaviorSecondary Example

Teacher-Managed- Excessive talking- Attendance / Tardy- Profanity directed at student- Gum /food/candy/drinks- Missing homework- Not prepared for class- Dishonesty- Non-compliance- Name calling- PDA- Passing notes- Minor disruption / off-task- Cheating / plagiarism- Running in hall

Office-Managed- Repeated attendance/tardy- Vandalism- Substance abuse- Weapons- Repeated disruptions- Fighting- Profanity directed at adults- Verbal/physical intimidation- Theft- Repeated PDA- Gang-related activity- Dress code- Insubordination- Bullying/Harassment

Other Examples…

Team Time

Identify which behaviors in your school are:Majors (office-managed)Minors (classroom-managed)Blank in your training manual

Determine how to get feedback to/from staff

Complete action plan section (Discipline Procedures) identifying goals and tasks to be completed

Outcomes

Do you need to review and/or revise which items are categorized as major, minor or crisis?

How can you get faculty input on which behaviors are majors or minors?

Do the faculty at your school know which behaviors are major, minor or crisis?

How can your team review the major, minor and crisis incidents with staff?

Team Time

Reflection Questions

Data System

Referral Form Referral Process

Effective Procedures for Dealing with Discipline

Definitions

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

What is an Office Discipline Referral (ODR)?

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

Why use ODRs in a PBIS school?

Simply too cumbersome to collect all positive recognitions if given

in the 5:1 ratio!

Characteristics of an Effective Referral Form

The following categories must be included on the form:

Student’s NameDateTime of IncidentStudent’s Grade LevelReferring StaffLocation of Incident

Problem BehaviorPossible MotivationOthers InvolvedAdministrative DecisionOther Comments

Office Discipline Referral (ODR) Forms

In formatting the referral form, you must make sure to answer the following questions:

Who WhyWhat WhenWhere

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

Some Examples…

Team Time

Review your current Office Discipline Referral Form and check for compatibility with SWIS

Revise or create form to include SWIS-required categories

Determine how to present this discipline referral form to the staff

Complete action plan section (Discipline Procedures) identifying goals and tasks to be completed

Outcomes

Data System

Referral Form Referral Process

Effective Procedures for Dealing with Discipline

Definitions

Discipline Referral Process

Ensure that a school has a predictable Discipline Referral Process. Graphic form (flowchart)Narrative form

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

Discipline Referral Process

Purpose:Makes the process of handling a discipline issue transparent

Enhances consistency when dealing with problem behavior

Builds trust and communication Staff, students and families

General Procedure for Dealing with Problem Behaviors

No

Yes No

No Yes

Observe problem Behavior

Complete Discipline Referral Form

Is behavior Major?

Verbal redirection

Determine Consequence

Complete remainder of referral form

Does student have 3-5

referrals?

File necessary documentation

Send written referral to office

Escort to office

Determine consequences

Follow through with consequences

File necessary consequences

Follow up with student within

a week

More examples…

More examples…

Discipline Process 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 to 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? At what point are families included in the process?

Adapted from PBIS Maryland

Team Time

•Evaluate current discipline process and procedures

•Determine if the discipline referral process is meaningful and effective

•Revise and/or create your discipline process

•Identify ways to get feedback to/from staff on discipline process

•Complete action plan section (Discipline Procedures) identifying goals and tasks to be completed

Outcomes

Do you have an identified discipline process?

Is it in a flow chart or narrative format?

What is working about it? What is not?

Is it utilized?

How do we take it to the next level of implementation?

How will we get feedback to/from staff, students and families on the process?

Team Time

Reflection Questions

Day 1 Wrap-up

Final thoughts/questions?

Day 1 Wrap-up

On your notecard at your table, write:

Can keep it or turn it in

Day 1 Wrap-up

Day 2 8:00 a.m. registration,

8:30 – 4:00 p.m. contentPre-read article “The

Building Blocks of Positive Behavior”

Please bring:Discipline Data School-wide ExpectationsTeaching Matrix Lesson plansAnything you need to keep

working on from Day 1

The contents of this training were developed under a grant from the US Department of Education, #H323A090005.

However, these contents do not necessarily represent the policy

of the US Department of Education, and you should not assume endorsement by the Federal Government.

Project Officer, Jennifer Coffey, PhD.