C. Effective Procedures for Dealing with Discipline

1. C. Effective Procedures for Dealing with Discipline

3. Objectives How do we define behaviors? What is the difference between minor and major behavior problems? Do our discipline data collection tools provide meaningful data? What effective procedures for dealing with problem behaviors do we have in place ? Do we need? How will we organize the components of our discipline process? 3

5. Aligning, Defining, Monitoring 5 If we don�t have common language ,understanding, procedures about behavior, we really cannot intervene effectively. When you think about behaviors, there are some that really don�t need to be defined further-major such as firearms, drugs, etc. If we don�t have common language ,understanding, procedures about behavior, we really cannot intervene effectively. When you think about behaviors, there are some that really don�t need to be defined further-major such as firearms, drugs, etc.

6. 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? Staff should be able to answer these questions- so should subs Staff should be able to answer these questions- so should subs

7. Data Collection Tool 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 judgment calls are minimized

8. What is the purpose of an Office Referral? Intervention or way to gather information? Both? How do you start dialogue with your staff? During staff meeting, distribute sample of last year�s Office referrals (take off identifying info) Show range of behaviors that are sent to office

9. Characteristics of a  Referral Form- Get as much info as possible Student�s Name Date Time of Incident Student�s Teacher Student�s Grade Level Referring Staff Location of Incident

10. 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)

12. Developing Appropriate Definitions ofProblem Behaviors

13. 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.

14. 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

15. 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

16. Definitions of Problem Behavior 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- Definitions

17. Characteristics of a 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)

18. 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

19. 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

20. T- Chart List 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

21. 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)

23. 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)

24. Developing a Coherent Office DisciplineReferral Process

25.  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 After a school has evaluated their current approaches to discipline, the school will need to evaluate their discipline referral procedures. The existence of a meaningful and effective discipline referral process is an essential foundation of a school-wide system of positive behavior support. It is important that the team fully understand the current forms and procedures to determine how they might be improved. After a school has evaluated their current approaches to discipline, the school will need to evaluate their discipline referral procedures. The existence of a meaningful and effective discipline referral process is an essential foundation of a school-wide system of positive behavior support. It is important that the team fully understand the current forms and procedures to determine how they might be improved.

26. 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

27. 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

29. Activity 3 Is the current discipline policy/process documented in the staff handbook? (What are the teacher expectations? Do all staff members know what to do when they observe problem behavior? Is there consistency among the staff? What is the purpose of an office referral form? Should team consider revising referral form ? Do we get all the information we need on the form? � review �Time out of class form�-Is this a good way to access information that may be helpful in the future if this student needs more support? Ensure faculty understands process and purpose of an office referral Review SWIS problem behavior definitions Have staff agreed on operational definitions of problem behavior? Ensure faculty knows when to write a major (office managed) or minor (Classroom managed) Ensure faculty knows how to complete forms, who gets the completed form and timeline for response from administrator (team) � **Forms to review: Time out of class form, SWIS problem behavior process, definitions, t-charts, minor/major flow charts

30. Your Turn: Action Planning Step 1 Self Assess- Current Status Step 2 Use Activity 3 Guiding Questions to brainstorm. Step 3 Identify 2 Action Steps to develop this year Attention Recorder- transfer action steps onto your action plan!!!