School-Wide PBIS: Getting Started: Rule Violations

1. School-Wide PBIS: Getting Started:Rule Violations Adapted from George Sugai www.pbis.org www.cber.org www.swis.org

2. Getting Started - Today • Chapter 2, Page 70 – 72 (Step 7) • Defining Rules Violations • Processing Rule Violations Class vs Office • Practices & Systems • Discouraging rule violations • Rule Violation Worksheet

3. Step 7: Procedures for Discouraging Student Behavior Violations

4. Purpose: Provide an overview of responding to rule violations, discipline referral systems, & discipline referral tools

5. SYSTEMS • School-wide approach to discipline • Clear set of positive expectations • Clear procedures for teaching the expectations • Established procedures for responding to inappropriate behaviors • Procedures for on-going evaluation

6. Self Assessment Survey • Problem behaviors are defined clearly • Consequences for problem behaviors are defined clearly • Distinctions between office vs classroom managed problem behaviors are clear

7. Problem Behaviors Defined

8. Defining Are norm-violating behavior definitions clear and mutually exclusive? Are the school’s reactions to norm-violating behaviors communicated?

9. INSUBORDINATION Insubordination is refusing to comply with a reasonable request or directive of a staff member. Consequences may include a conference with staff member and associate principal, parent/guardian notification, suspension, or other appropriate disciplinary action. Clear Definition? Reaction Communicated?

10. DISRUPTIONS Disruptions are behaviors that interfere with teaching, learning, or orderly operation of the classroom or building. Examples include: shouting, play wrestling, and running. Consequences may include conference with associate principal, parent/guardian notification, suspension, or other appropriate action. Clear Definition? Mutually Exclusive from Insubordination? Reaction Communicated?

11. Classroom Managed vsOffice Managed Let’s See What You Think!

12. Classroom vs Office? Tardy to class? Not prepared? Aggressive Language? Electronic Devices?

13. Classroom vs Office? Calling out? Put down? Fighting? Threats?

14. Classroom vs Office? Touching? Gambling? Dress code? Chronic minors?

15. Classroom vs Office? Are there others? Take 5 minutes and make a quick list

18. Classroom vs Office? Discuss in your team how you might roll this out with your staff. 2 minutes

19. Responding to Rule Violations Example Referral Form

21. Your Referral Form • Does it collect all of the info needed? • Does everyone know where to find them? • Does everyone know how to fill them out? • Just the facts • No previous info (yesterday, a week ago, etc.) • No opinions

22. Office Discipline Form Guidelines • Who violated rule (name, grade) • Who observed and responded to the violation of behavior expectations • When (day, time) the violation of behavior expectation occurred • Where the violation of behavior expectation occurred

23. Action Planning for Discouraging Behavior Violations • Behavior violations defined • Determine classroom managed versus office managed referral system • Referral form – does it meet your needs • Procedures clear? How to train staff?

24. Office Discipline Form Guidelines • Who else was involved in the problem situation • What was the possible motivation or purpose of the problem behavior • What school-wide behavior expectation was violated

25. Disney Research • Why negative news travels so fast: • 800 families x 20% dissatisfied = 160 critics 160 critics x 12.5 contacts = 2000 negatives • Why positive news travels slower: • 800 families x 80% satisfied = 640 fans 640 fans x 2.5 contacts = 1600 positives

26. STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations • Specification of Definitions for Violations of School-wide Behavior Expectations • Contextually appropriate labels/names • Definitions represent continuum of severity (e.g., minor, major, illegal) • Definitions comprehensive in scope (school-wide) • Definitions in measurable terms • Mutually exclusive (minimal overlap) • Specification of Procedures for Processing Violations of School-wide Behavior Expectations • Agreement regarding office staff versus teacher/staff responsibilities • Office discipline form for tracking discipline events • Agreement regarding options for continuum of consequences • Data decision rules for intervention and support selection

27. STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont. 3. Implementation of Procedures • Use by all staff (e.g., office, security, supervisors, bus drivers) • Schedule for teaching to students and staff members • Schedule for regular review of use and effectiveness • Procedures for providing orientation to new faculty, staff, students • Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) • Agreement by >80% faculty and staff • Included in school publications (e.g., handbooks) • Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations. • Schedule and procedures for regular review and enhancement of acknowledgements. • Schedule for daily, weekly, monthly, quarterly feedback to students and staff • Included in school publications (e.g., handbook, posters, newsletters) • Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations

28. Examples Posted • Behavior Levels/ Level System • Referral Form Example • Flow Chart • SWIS Definitions • Appendix from manual