PBIS Champion Model System: How to Create a System for

Alternative Discipline

Created by Dr. Jessica Hannigan & Dr. John HanniganDecember 2015

Outcomes • Overview of the PBIS Champion Model

System:Tier 1 (Bronze), Tier 2 (Silver), and Tier 3 (Gold)

• Learn about alternative discipline

• Learn ways to make time for alternative discipline

• Strategies for difficult conversations about discipline

Here is what we know…• To improve the academic success, we must also improve their

social success. Academic and social failures are related.

• Our systems impact student performance.

• Schools using traditional types of discipline continue to experience significant increases in violence and destructive behavior as well as increases in the number of students excluded from instruction due to suspension or expulsion.

(Skiba & Rausch, 2005)

• The likelihood of being involved in the juvenile justice system is increased significantly.

(Leone et. al., 2003 and Walid & Losen, 2003)

Here is what we know…• Two decades of research has shown out-of-school suspension and zero-tolerance

approaches to discipline do not prevent or reduce misbehavior or even make schools

safer, and these approaches have a number of other negative impacts on the child and

the community.(Losen, 2011, Irvin et.al. (2004), Skiba & Peterson (1999), and Mayer (1995)

• Students who were suspended and/or expelled, particularly those who were repeatedly

disciplined, were more likely to be held back a grade or to drop out of school than were students

not involved in the disciplinary system.

(Balfanz and Boccanfuso, 2007)

• Higher levels of exclusionary discipline within schools over time generate collateral damage,

negatively affecting the academic achievement of non-suspended students in punitive contexts.

(Perry & Morris, 2014)

New Federal Guidelines(1) Create positive climates and focus on prevention

(2) Develop clear, appropriate, and consistent expectations and consequences to address disruptive student behaviors; and

(3) Ensure fairness, equity, and continuous improvement

Education Code section 52060(d) lists the following as state priorities with respect to the Local Control and Accountability Plan:

School climate, as measured by all of the following, as applicable:A. Pupil suspension rates.B. Pupil expulsion rates.C. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness.

Education Code

What is the PBIS Champion Model

System?

PBIS Champion Model System is…

• A framework for providing high-quality instruction/intervention matched to student academic and behavioral needs.

•Refers to a systems change process for an entire school or district…teaching behavior in the same manner as any core curriculum subject.

•Response to Intervention (RTI) BEHAVIOR

Tier 3/Intensive Interventions 1-5%• Individual students• Assessment-based• High intensity

1-5% Tier 3/Intensive Interventions• Individual students• Assessment-based• Intense, durable procedures

Tier 2/Selected Interventions 5-15%• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

5-15% Tier 2/Selected Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

Tier 1/Universal Interventions 80-90%• All students• Preventive, proactive

80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive

School-Wide Systems for Student Success

Academic Systems Behavioral Systems

Do any of these messages resonate with you?

Do any of these messages resonate with you?

How to use this interactive HANDBOOK to establish a behavior system…

10 TIER ONE PBIS MARKERS

4 TIER ONE SCHOOL-WIDE CHARACTERISTICS

Pg. 127

Definitions

Pg. 91

Blank template located at pbischampionmodelsystem.com

5-15% Tier 2/Targeted Interventions

•Some students (at-risk)•High efficiency•Timely Rapid response•Small group interventions•Some individualizing•In addition to Tier 1 (with fidelity)•Additional teaching opportunities•Intervention fidelity checks

Identify an area of need for a Tier 2 intervention(s) at your school….

• Attendance…SARB • Anger • Fights• Motivation • Repeated minor disruptions• Social Skills• Drugs • Other

Tier 2 Monitoring Process• Tier 2 sub-team meets to discuss Tier 2 interventions and

progress monitor students receiving Tier 2 interventions @ least twice a month

• Team members should include (admin, school behavior support reps, other stakeholders working with Tier 2 interventions)

• Review Tier 2 academic and behavioral SMART goals.

• Data Tracking form options: http://www.pbisworld.com/data-tracking/

1-5% Tier 3/Intensive Interventions

•Individual students•Assessment-based•Intense, durable procedures•Wraparound services•Mental Health•Possible Special Education Supports•Increased monitoring •In addition to Tier 1 and Tier 2 supports•Function of behavior •Fidelity checks

Tier 3 Monitoring Process• Tier 3 sub-team meets to discuss Tier 3 interventions and

progress monitor students receiving Tier 3 interventions (general education and special education) @ least weekly

• Team members should include (admin, school behavior support reps, other stakeholders working with Tier 3 interventions)

•Review Tier 3 academic and behavioral SMART goals.

Data Tracking form options: • The Individual Student Information System (ISIS) – pbisapps.org• http://www.pbisworld.com/data-tracking/

What is Alternative Discipline?

“Because you believed I was capable of behaving decently, I did.”

― Paulo Coelho

Remember: everyone has a story that leads to misbehavior or defiance. 9 times out of 10, the story behind the misbehavior won’t make you angry. It will break your heart.

― Annette Breaux

“A student struggling to read is not sent home and expected to return reading fluently, so why is it that a student struggling to behave is sent home and expected to return behaving

decently?”

~John & Jessica Hannigan

Let’s put this in perspective…

If an administrator is working with a teacher around specific areas needing

attention, these areas must be…

• Documented in an evaluation as unsatisfactory requiring an assistance plan for

improvement.

• Areas requiring improvement must be listed.

• Assistance provided by the administrator documenting the support with dates and

observations.

• Outcomes from the assistance plan are documented and a re-evaluation date

scheduled to see how the teacher is responding to the support.

If the teacher does not respond...

• Referred to the Peer Assistance and Review (PAR) program.

• In PAR...performance goals for the teacher must be in writing, assistance

and review must include multiple observations, sufficient staff

development provided, must have a monitoring component with a written

record.

• Only after years of documentation of support and evaluations, can a district

move to release the permanent teacher from their contract and placement at

a school.

Do any of these messages sound familiar? BUT... “I had to make an example out of him.”

“I don’t have time to do it the other way.”

“I want my teachers to know I support them.”

“We need to inconvenience the parents.”

“I do not want the other parents to feel that nothing was done.”

“We need a break from this student.”

“There is no way we have the time or staffing to do this.”

“Why not just suspend?”

“Alternatives look so much more involved and so much more time-consuming.”

Time Cost of aDiscipline Referral

(Avg. 45 minutes per incident)

1000 Referrals/yr

2000 Referrals/yr

Administrator Time

500 Hours 1000 Hours

Teacher Time 250 Hours 500 Hours

Student Time 750 Hours 1500 Hours

Totals 1500 Hours 3000 Hours

Alternative Discipline: Ask yourself? Is it…

• Reflective: The student should be reflecting & gaining insight into their behavior.

• Restorative: The student should have an opportunity to repair the relationships or items that were damaged.

• Instructional: The student should gain specific knowledge and practice skills that will help them in the future.

Traditional Disciplinarian Administrator

PBIS Champion Model Administrator

∙ Believes suspensions will change behavior

∙ Prefers a black and white discipline handbook with exact number of days outlined for suspensions based on behavior

∙ Argues that parents need to be inconvenienced with suspensions

∙ Gives in to pressures from others to suspend students

∙ Wants to use the student to set an example

∙ Argues that suspensions do work and need justification for doing alternative discipline approaches

∙ Have many excuses for why they do not have time to do the alternative approaches at their school

    

∙ Believes that teaching behavior should be similar to teaching academics

∙ Believes that discipline should be a teaching opportunity

∙ Addresses behavior in an individualized fashion

∙ Provides reflection and teaching opportunities as part of the consequence/intervention

∙ Monitors the behavior on an ongoing basis ∙ Works hard to find the function of the

behavior ∙ Involves parents and teachers ∙ Establishes a relationship with the student ∙ Does whatever they can to provide a

consequence/intervention without having to use suspensions

∙ Has the confidence to justify the reasoning for using alternatives

∙ Has the skills to build other believers by demonstrating the positive effects of using alternative discipline appropriately

∙ Innovates based on the discipline incident

Behavior Incident: Two students get into a fight during lunch. Traditional Disciplinarian Administrator PBIS Champion Model Administrator

∙ 3-5 days suspension for both students

    

∙ Administrator will conduct a conflict resolution using a restorative approach to get to the root of what caused the fight in the first place. This conflict resolution will be ongoing – up to 3-4 times to ensure the conflict is resolved throughout the next few weeks.

∙ Students will create a contract together ensuring this will never take place again and have to progress monitor their contract together with an administrator for at least six weeks.

∙ Students will go through at least six sessions of hands off academy behavior teaching opportunities where they will have to learn and practice strategies and apply them to scenarios to demonstrate their mastery of learning.

∙ Students will be required to take an exit behavior exam demonstrating what they have learned from this experience prior to getting privileges back on campus.

∙ Students will have to prepare a lesson to teach to younger students or peers on the importance of solving problems appropriately.

∙ Students will have to write an apology letter to any stakeholders they have affected due to this behavior incident.

∙ Students will be on a structured schedule until they have completed their consequence requirements.

Behavior Incident: BullyingTraditional Disciplinarian Administrator PBIS Champion Model Administrator

∙ 3-5 days suspension for both students

    

For the student bullying: · Complete Restorative Contract with the other student getting to the root of the problem monitored by administration· 6-8 week check in points together to determine if the contract agreed upon is being followed· Assign ten days of restitution for the student who was bullying (restitution to be completed during social time, before school, breaks, lunch, after school). Assign and adult boss or supervisor who will help supervise the restitution and assignment(s)· Assignment- research on bullying and tolerance and create a power point to teach to other peers about bully prevention (e.g., lessons on relationships, how behaviors impact others, what behaviors will help them with making friends, learning empathy)· Apology letters to all stakeholders impacted - other student, admin, parent(s) of other student

Behavior Incident: BullyingTraditional Disciplinarian Administrator PBIS Champion Model Administrator

∙ 3-5 days suspension for both students

    

Active supervision of student bullying to ensure he/she is following the contract (full school privileges back on school campus after all consequences and assignments completed)· Assign 6 sessions of bully prevention lessons, scenarios, and application opportunities· Behavior exam to demonstrate understanding and application of learned skills · Revisiting restorative contract with other student- at least 4 times once a week with administration· Communication and monitoring with parents of the students to work together on making sure the bullying is no longer taking place (providing parents with strategies to monitor and help at home as well)· After 10 good days of following the contract and schedule, student bullying will get a few privilege back, 10 more days, complete privileges back, but will still have to check in on a bi-weekly basis with administration to ensure the bullying has stopped.

For the student being bullied: · Safe zone for him/her to go to · Check in throughout the day· Supervision of the contract and expectations· Possible counseling - strategies for her/him to copePossible working with the student who bullied him/her on a common project (you would have to monitor and give them a safe zone to work together)

7 Ways to Make Time for the Right School Discipline

7 Ways to Make Time for the Right School Discipline

1. Belief2. Invest in preventative Response to

Intervention (RTI) systems for both academics and behavior

3. Visibility and Active Supervision4. Invest in Gaining Faculty Commitment

7 Ways to Make Time for the Right School Discipline

5. Create and nurture a behavior team6. Create a toolkit of effective discipline7. Support a system for alternatives

LINK THAT CONNECTS ALL 7: Build Cultural Awareness

5 strategies to Help Guide Difficult Conversations About Discipline

5 strategies to Help Guide Difficult Conversations About Discipline

1) Listen to the stakeholders2) Communicate in a timely manner3) Involve teacher in the alternatives and

use it to teach4) Liken behavior to academics- Behavioral

RTI/Academic RTI5) Question beliefs

Why do you want this student suspended out of your class? He is being defiant. Why is he being defiant? Because I told him to stop talking and complete his assignment and he didn’t. How did calmly giving him directions trigger the defiance? I yelled it out in front of the class because I was frustrated. Why have you not asked for help with this child? I didn’t want it to seem like I don’t know how to handle my class. Why do you think suspending him from your class today is going to change his behavior when he comes back tomorrow? I don’t. I needed to make a point and show him who’s boss. Do you think you made your point? No, actually, I don’t. I just needed a break. Let’s work together on a long-term consequence/intervention so you do not have to continue feeling this way.

Thank you!

Use code N156F6for a 20% Discount

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www.corwin.com

Thank you☺..Please email us if you have any

questions.

Jessica Djabrayan Hannigan, Ed.D. jessica@pbischampionmodelsystem.com

John Hannigan, Ed.D.john_hannigan@sanger.k12.ca.us