Overview of Office Discipline Referral – Major vs. Minor

1. Overview of Office Discipline Referral – Major vs. Minor Day 3, Section 5b

2. TEAM Problem solving – • 1. Define the problem(s)- • Identify and acquire data, then • Analyze the data at target problem level. • 2. Define outcomes and data sources for measuring outcomes. • 3. Consider 2-3 options which might work. • 4. Evaluate each option- • Is it safe? • Is it doable? • Will it work? • 5. Choose an option to try. • 6. Determine the timeframe to evaluate effectiveness. • 7. Evaluate effectiveness by using the data to determine- • Is it worth continuing? • Is it time to try a different option? • Is Re-defining the problem necessary? • 8. CELEBRATE with your Staff along the way!! • When? • How? • What?

3. Classroom Expectations & Supports Team Time • Identify perceived barriers, then create action plan to include how team(s) will… • Communicate these ideas to staff , • Build supports & capacity across building level, • Evaluate effectiveness of action, and • Continue to monitor & support ADULT behavior (system).

4. Major v. Minor - And what to avoid • Minor – classroom- / staff-managed • Major – student support manages (counselor, paras, principal, school psych, sped, etc.) • If you build it they will come • ODR is not a “get out of jail free” card • ODR is used for tracking and identifying • Not a “referral for consequences” • Not an intervention – it’s documentation

5. Common Guidelines for “minor” vs “major” • Teachers have the authority to manage problem behavior in class (or with a partner) • Detention, In-school suspension • Think-time • Time out (define Time out) • Use an office referral if a problem behavior (a) interferes with on-going education of others, (b) threatens safety, or (c) is of a severity requiring more extended intervention (e.g. more than 1 min). Note that in-class interventions may also be included in the on-going data collection system… and are useful for decision-making

6. General Procedure for Dealing with Problem Behaviors Observe problem behavior Is behavior major? Find a place to talk with student(s) NO YES Ensure safety Problem solve Write referral & Escort student to office Problem solve Determine consequence Determine consequence Follow procedure documented Follow documented procedure Does student have 3? NO YES Follow through with consequences Send referral to office File necessary documentation File necessary documentation Follow up with student within a week

8. OBSERVE PROBLEM BEHAVIOR What type of behavior is it? • OFFICE MANAGED • Aggressive Behavior • Bullying/Harassment • Chronic/Repetitive Minor Infractions • Drugs/Alcohol • Fighting • Gambling • Major Dishonesty • Physical Aggression/Contact • Truancy • Vandalism • Weapons • TEACHER MANAGED • Calling Out • Dress Code • Electronic Devices • Food/Drink • Language • Lateness • Minor Dishonesty • Preparedness • Put Down • Throwing • Tone/Attitude • Touching • Work Refusal PROBLEM SOLVE WITH STUDENT ADMINISTER APPROPRIATE CLASSROOM BASED CONSEQUENCES • COMPLETE OFFICE REFERRAL • Conference with Student • Notify Parent Did behavior resolve? • ADMINSTRATIVE RESPONSE • Administrator investigates written report. • Student conduct record is consulted • Administrator determines consequence. • Administrative staff provides feedback to staff. • YES • Document interventions • Reinforce Expectations NO Have there been ≥3 MIR’s for similar behavior? • MINOR INCIDENT REPORTS • Used only after classroom interventions have not met with success. • Take concrete action to correct behavior (e.g detention, reflective writing, etc.) • Corrective actions correspond to demonstrated behavior where possible. • Administered with student knowledge. • NO • WRITE MIR • Conference with Student • Notify Parent • Reinforce Expectations • Track Behavior • YES • Refer to ‘Office Managed Behaviors’

9. Purposes of delivering ODR • Interrupt problem behavior Prevent escalation • Teach discrimination about what is acceptable “This is not being respectful” • Minimize likelihood that problem behavior will be rewarded. • Allow education to continue for others Safety Access to instruction

10. Discipline referral form • Critical Features • Requires less than 1 min to complete • Minimal use of written text • Relevant information • Who (name, grade, gender) (students/adult) • What (problem behavior) • Where (location) • When (what time of day • With whom (who else was involved) • Why (why does this keep happening) • Details • ---------------------------------- • Administrative Decision

11. How to deliver an ODR, or Detention • Stop or redirect problem behavior • Non-emotional voice tone • 2 second pause (if possible) • Label problem behavior • Define what is NOT happening (respect) • Deliver consequence • Clarify behavioral choices, and your expectation for the student.

12. TEAM TIME Your Task • Determine if a formal policy exists. If needed, what steps are needed to have one developed? • Build a plan for developing a one-page flow chart defining expectations for teacher-managed versus office managed behavioral incidents. • Ensure process so all current and new faculty receive orientation to policy