PBIS Year 2 Day 3
Feeding on new information just for YOU
Year 2 Tier 2
Continuum of Consequences
How would you respond?
______Student is fighting. ______ Student continues to chew gum in class after 2 redirections to spit it out. ______Student takes supplies from teacher’s desk without permission. ______Student audibly mumbles “I hate this damn class!” ______Student A trips Student B. Student B falls and gets a nose bleed. ______Student cheats on a test. ______Student doodles in pen in a text book. ______Student sleeps in class (third time this week).
1 2 3 4 5 6 7 8 9 10Ignore Behavior Prompts Consequences Office Referral
Our discipline strategies are built on our beliefs…
Consensogram
• Indicate the degree to which you agree with the
following statements,• Using 0 as the strongest disagreement• And 100 as the strongest agreement.
0 100
strongest disagreement strongest agreement
To what degree do you believe that students are doing the best that
they can with the behavior knowledge and skills that they
have?
0 100
strongest disagreement strongest agreement
To what extent do you believe that a student’s behavior is a way of communicating something they
need?
0 100
strongest disagreement strongest agreement
To what degree do you believe that students who misbehave can
learn a new, appropriate way to behave?
0 100
strongest disagreement strongest agreement
To what degree do you believe that if we change the situational
triggers, a student may behave more appropriately?
0 100
strongest disagreement strongest agreement
To what degree do you believe that if we teach a student social and
emotional skills, that student might learn how to behave more
appropriately?
0 100
strongest disagreement strongest agreement
BUILT ON OUR BELIEFS…
STAFF KNOWLEDGE
All staff need to know how they are supposed to deal with student misbehavior
What should I handle on my own?
When should an administrator be involved?
When should we meet to create an individual plan for a student?
The effectiveness of office referral as a correction may be weakened.
• Administrators are overwhelmed, so they simply “process” students instead of solving the problems that led to the misbehavior.
• Staff may feel they are “handing off” referred students.
• Staff may feel administrator is inconsistent and/or lenient.
Plan for Dealing with Discipline Problems
• Establishing a 3-level System for Responding to Misbehavior
• Reaching Staff Consensus on Level 3 Misbehaviors
• Implementing a System for Documenting and Monitoring Level 2 and 3 Misbehaviors
When defining the 3 categories of infractions…The nature of both the student behavior
and the required adult response need to be considered.
Level 1 (mild) Infractions
• Definition – minor misbehaviors that can be adequately corrected at the time they occur and do not require documentation
• Adult response – Staff corrects the student at the time, in the setting.
Level 2 (moderate) Infractions
• Definition – Misbehaviors that don’t require immediate administrative involvement but do require documentation because: o Reporting staff has assigned a school-wide correction that
involves other staff (detention)o Reporting staff wants administrative input on the incident
(teasing v. harassment)o Reporting staff feels administrator should have a record of
the situation (Level 1 becoming chronic)• Adult response – Staff corrects student at the time and/or
assigns a school-wide correction, and completes an incident report form that goes to the office.
Level 3 (severe) Infractions
• Definition – Serious misbehaviors that require immediate administrative involvement (office referral) and written documentation. Illegal behaviors, behaviors that threaten physical safety or adult authority (MUST HAVE CONSENSUS!)
• Adult response – Staff sends the student to the office or calls for help to remove the student, and completes an incident report form that goes to the administration.
Brainstorm at your table . . .
What are the advantages of having a system of Three Levels to respond to misbehavior.
Reaching Consensus on Level 3 Misbehaviors
Level 3 misbehaviors are defined in advance
• Illegal acts- Staff MUST report these!
• Physically dangerous acts – Pose a threat to physical safety (staff judgment)
• Acts of defiance – Overt, immediate refusal to comply with a reasonable adult directiono Direction was clear, observableo Direction was immediateo Direction was given 3 times (serious, written)
Possible Administrative Additions to Level 3 Infractions
• Code of Conduct violations
• Violations of district, state, or federal mandates (bullying)
• Others that administrator believes should be added? Ask your administrator…
Suggested Activities• Have a staff discussion on
categorizing misbehavior into mild, moderate, and severe levels.
• Get staff suggestions about Level 3 behaviors (no more than 30 minutes!)
• Present different scenarios about student misbehavior.
• Ask staff to spend time before next meeting to think about Level 3 behaviors.
Implementing a System for Documenting and
Monitoring Level 2 and 3 Misbehaviors
Develop an Incident Report Form to Document Level 2 and 3
• Reflects staff agreements• Important features
o List the Level 2 and 3 behaviors agreed upon
o Action taken for a Level 2o Administrative action taken for a Level
3o School-wide rules or guidelines for
success
Other considerationsDecide who else should receive a copy of the form (administrator, reporting staff…)Have a few staff field-test the form before it is submitted to faculty for adoptionProvide training on how to use this form for all staff (once it is adopted)
This form enhances communication when…• Administrator deals with Level 3 ASAP and lets
reporting staff know actions taken!• Administrator reviews Level 2 incident reports
ASAP and follows through on reports as needed• Staff feel comfortable suggesting to
administrators that repeated Level 2=chronic which needs collaborative staff plan for the student
• Homeroom teachers of students with Level 2 or 3 reports are supportive of both the students and reporting staff.
Incident reports should be entered into a database.
• PBS Team should review incident report summaries monthly.
• Examine data for trends and patterns.
• Use data to identify and/or confirm improvement priorities.
• Summary data should not be presented on individual teachers or students, though this info needs to be collected and analyzed.
Suggested Activities• Develop a new incident
report (referral) form that reflects staff agreements on the levels of student misbehavior, esp. Level 3
• Have a few staff field-test the form. Modify it if needed
• Present new incident form to entire staff for adoption or rejection.
• Have a data system
Define Procedures for Level 1
• Staff should not expect any other staff to take additional action
• Staff should treat the misbehavior as a Level 2 if he/she:o Assigns a school-wide correction
(detention)o Wants administrative input about
the situationo Believes administrator should be
aware of situation
Menu of appropriate staff responses to Level 1 misbehaviors
• Gives staff flexibility • Provides administrative support for staff action
takeno Use responses administration supportso Corrections assigned only by administrators should not
be on the menuo No academic or humiliation!
Classroom Common AreaCorrections Corrections• Give a gentle reprimand• Use Proximity Correction• Keep a record of the
behavior• Assign time owed
(recess, after school, after class)
• Assign time out at desk• Assign time out in another
location in classroom• Assign time out in another
classroom• Student fills out a
Behavior Improvement Form
• Require restitution
• Give a gentle reprimand• Use Proximity Correction• Keep a record of the
behavior• Assign time out where the
infraction occurred• Assign time out at a set
location• Have student walk with
you or stay with you• Written report to the
classroom teacher• Student fills out a
Behavior Improvement Form
Suggested Activities• Have a brainstorming
and discussion session(s) to develop and adopt the menus for Level 1.
• Document the adopted menus in writing and give copies to staff.
• Include copies in the staff handbook.
Defining Staff Procedures for Level 2
Documentation required but no administrative involvement needed because…oschool-wide correction was
assignedoadministrator awareness
neededoadministrator input needed
Sample Menu of Level 2
• Any correction on the Level 1 menus• All school-wide corrections that do not require
administrative involvemento After-school detentiono Lunch detentiono Problem-solving room, Redirect
Considerations for Level 2
School-wide correctionsSending student to a “Problem-Solving Area”
Assigning after-school detentionCorrections that require administrative involvements (suspension)
Other Considerations for Level 2
• Should Level 2 involve parent contact or student signature on referral?
• What should administrator do with the Level 2 reports initially?
• When should administrator become actively involved?
Suggested Activities• Develop a proposed menu
for Level 2.• Have the administrator,
with or without team input, develop a proposal on the administrative role in Level 2 procedures
• Have a staff meeting to review, refine Level 2 procedures and get input on administrative role proposal.
• Adopt and document in writing.
Defining Staff and Administrative Procedures
for Level 3oList sequence of staff authorized to
process Level 3 reportsoAdministrator and 2 designeesoRole of designees is to process referrals
immediately and make any needed decisions at the time of the referral (Call police? Send home?), and meet with administrator 2x year
oAll office staff have a copy!
Sample Menu for Level 3
• Any correction on the menus for Level 1 and 2• In-school suspension• Saturday School• File criminal charges• DAEP• Out-of-school suspension• Expulsion
Detailed Plan of Office Staff Role in Level 3 Referrals
• Supervision of referred student during the entire process, from referral to student arrival in office
• What to do if administrator is out or busy when referred student arrives
• Where student should wait, what student should do while waiting
• How to interact with a referred student
Level 3 Plan
Levels of Discipline
Observe (Recognize) Problem Behavior
Is the behavior major?
Determine Consequence
Write referral for student
Complete minor report form
Hall monitor/security escort to the office
File discipline log Send written
referral to the office
Has the behavior occurred 3 times?
NO
Office Determines Consequence
Follow documented procedure
Implement Consequence
YES
Determine Behavior
Is it a crisis?
Contact office for support
Get recommendations from office
Utilize classroom management procedures
and/or strategies
Give teacher feedback on consequences
Follow up with student and teacher
Colton Middle School
Referral Process
YES
NONO
YES
Arundel High SchoolObserve Problem Behavior
Warning/Conference with Student
Use Classroom Consequence
Complete Minor Incident Report
Does student have 3 MIR slips
for the same behavior in the same quarter
•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink
•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff
Write referral to office
Administrator determines
consequence
Administrator follows through
on consequence
Administrator provides teacher
feedback
Write the student a
REFERRAL to the main office
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
Is behavior office
managed?
ClassroomManaged
Office Managed
No Yes
Office Referral Flow Chart
Procedure for Returning Referred Student to Class
Sequence of steps developed by administrator and staff
Designing Support Procedures for Staff and Students
• Support staff dealing with severe/chronic behaviors by creating a climate of collaboration
• Provide a written menu of problem-solving support systems and resources
• Use other resources and training
Establish Red-flag Criteria for Students Who May Need More Support
• A 3rd Level 3 incident report in 1 semester
• A 10th Level 2 incident report in 1 semester
• Failing grades in 2 or more classes in 1 semester
• Excessive absenteeism
INITIATE TIER 3 INTERVENTIONS
Data Collection
School Climate = School Safety
Climate is the daily behavior of the adults.
Every building has its own personality and tone.
Disinvitational messages can be lethal.
Review
Prioritize
Revise/DevelopAdopt
Implement
Continuous Improvement Process
The Improvement Cycle!
Your Team Will Drive an Ongoing Improvement Process:
PBS DECISIONS ARE . . .
based on data and sound research
What to Do with Data
1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, BoQ)
2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet!
3.Display/Present It – Share data in graphic format to staff every 4-8 weeks
Analyze this data!
One piece at a time…1. Benchmark of Quality (BoQ)2. PBS Implementation Checklist (PIC)3. Surveys---staff and student4. Common area observations5. Referrals
Data Analysis: Surveys
Surveys tell you how people “feel” about a building’s culture and climate
Surveys will often raise concerns that office referral data will not.
Look for patterns of responses by students and staff.
Compare survey data year to year
(Is school culture and climate improving?)
Common Area Observations
Item 1 Time students scheduled to be in areaItem 2 Number of scheduled supervising staff
members presentItem 3 Number of staff members present not
scheduled to be supervising students
Items 4- 8 SAFETY ITEMSItems 9-15 CIVILITY ITEMSItems 16-18PRODUCTIVITY ITEMSItems 19-20GENERAL ITEMS
VISITOR? OVERALL RATING
Strengths/Positives Areas of Concern Differences in Staff and Student Responses
PIC
OBSERVATIONS
SURVEY
PBS DATA ANALYSIS
What to Do with Data
1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, SET)
2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet!
3.Display/Present It – Share data in graphic format to staff every 4-8 weeks. Develop proposals, get faculty adoption— follow the improvement cycle!
T.C. Cherry Elementary – Office Referrals
350
297
178
110
38
0
50
100
150
200
250
300
350
97,98 98,99 99,00 01,02 02,03
Class of 2008
0
20
40
60
80
100
120
140
160
Aug Oct Dec Feb Apr
9th 04-05
10th 05-06
11th 06-07
# 0f Students at Each Grade Level with Referral(s) 05-06
0 50 100 150 200 250 300
9
10
11
12
# of Students
Detentions Detentions
816 *
257 **
29**
0**
0
100
200
300
400
500
600
700
800
900
1996-97
1997-98
1998-99
1999-00
T.C. Cherry Elementary: After-School Detentions
Number of Referrals by Grade 05-06
9101112
9 10 11 12# of Referr 1428 873 345 205
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