boq critical element: effective procedures for dealing with discipline
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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.
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