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Effective Procedures for Dealing with Problem Behaviors

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Part 1:Developing Appropriate

Definitions ofProblem Behaviors

Data System

Referral Form Referral Process

Establishing a Data-basedDecision-making System

Definitions

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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.

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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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Definitions of Problem Behaviors

• All problem behaviors are covered 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

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SWIS Compatible Definitions

• 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-

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Part 2: Developing Behavior Tracking Forms

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Data System Definitions

Referral Process

Establishing a Data-basedDecision-making System

Referral Form

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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)

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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 the

classroom teacher 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*• Discipline 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.

*These incidents do not necessarily result in an ODR

• 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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Part 3: Office DisciplineReferral Forms &

Classroom BehaviorTracking Forms

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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 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.

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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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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

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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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Part 4: Developing a Coherent Office Discipline

Referral Process

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Data System Definitions

Referral Form

Establishing a Data-basedDecision-making System

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 OfficeDiscipline 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

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2nd Offense(Same behavior)Complete Tracking form Intervention

Behavior ceases. No furtheraction  

Write Referral(Attach minor incident forms if applicable.) Send the student with the referralto Room 1. 

4th Offense(Same behavior) FollowReferralProcedure

Behaviorceases. No furtheraction

a) Copy ofreferral and/orletter sent to the parent b) School retains copies c) Copy ofreferral to (how given to teacher?)teacher for files(when?…time frame?)

Administrationdetermines course of actionor consequences

Behaviorceases. No furtheraction

3rd Offense(Same behavior)Complete Tracking form Intervention

Contact Parent 

IS T

HE

INCID

ENT

MAJO

R?

VerbalWarning.RestateExpectation/rule

NO YESMiddle School

DISCIPLINE FLOW CHART

 

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OBSERVE BEHAVIOR

IS BEHAVIO

R MAJOR?PROBLEM SOLVE

TEACHER DETERMINESINTERVENTIONS/CONSEQUENCES

COMPLETE MINOR INFRACTIONINCIDENT REPORT FORM &

SEND HOME FOR PARENT SIGNATURE

FILE IN TEACHER’SBLACK BEHAVIOR

BOX

WRITE OFFICE REFERRAL &DELIVER TO THE OFFICE

ADMINISTRATOR DETERMINES OUTCOMES/CONSEQUENCES

IS CRISIS RESPONSE

NEEDED?

IMPLEMENT CRISIS PLAN

NOTIFY CRISIS TEAM

NO

NO

YES

NO

YE

S

YES YES

IS THIS THE 4TH

INCIDENT OF THE

SAME TYPE

WITHIN 1-2

WEEKS

Elementary School