SWPBIS Day 3: Universal Curriculum For day 3, it is recommended that the team bring a copy of the office discipline referral form, Code of Conduct, school discipline handbook, any additional school documents that contains definitions of behavioral infractions, and school calendar (for planning team meeting dates/times). Defining Behaviors and Establishing a Data System for Behavior

The purpose of this activity: this is an opportunity to reflect on what has been accomplished since beginning the process of developing Tier 1 And to not only celebrate successes but to focus on 1 challenge and brainstorm how to resolve it. Provide large charts of this slide. Teams need to practice 4 positives to every negative This activity comes from Los Angeles Unified School District coached by Jeff Sprague : 1 4 8/24/2010

Outcomes Establish importance of data collection for progress-monitoring Define office vs. classroom handle problem behaviors and define how each type of behavior problem is handled in a flow chart display. Review and revise office discipline referral forms. Design Universal system for SWPBIS kickoff. To empower the team as they begin day three of the training series, refer them back to the baseline self assessment survey results. Today’s topic focus on questions 4, 5, 6, 11, and 12 of the self assessment. In typical baseline surveys, questions 4, 5, 6, 11, and 12 are seen by faculty as partially or not in place with medium to high priority. This information needs to be revisited with the core team on this day… and shared with the faculty when the core team shares with the entire staff the information created on this day of training. Teams will finish the day with clearly defined major vs. minor behaviors, a flow chart for how minors and majors with be dealt with, and a revised office discipline referral sheet. 8/24/2010

Data Help Us Answer Critical Questions Initial needs Where should we focus our efforts? Level of implementation How well are we putting in place? Impact on student outcomes Are we achieving our valued outcomes? Discuss the often current uses of data in schools – summative measures that are used for accountability. Contrast to planning data that are used to formatively evaluate and make decisions. Data Help Us Generate Solutions!

Improving Decision-Making From Problem Solution Typically when we engage in decision making, we identify the problem and jump directly to the solution. As a team, decision-making within a problem solving process should involve analyzing the data to identify the nature of the problem (e.g., problem behaviors during the 3rd and 4th grade lunch vs. problem behaviors in the cafeteria) and then generate solutions. This leads to greater specificity with the solutions generated. Example: When there is a problem with behavior, the problem du jour is bullying, a team may decide to implement an anti-bullying program. When a team uses data to assess the behavior, they determine that the “problem” is traffic patterns in the hallway, and make changes to flow patterns in the hallway. Problem-solving Information Problem Solution To

What Data Should We Collect? Use What You Have Office referrals Detentions Suspensions Attendance Tardies Serious incidents Emphasize to use what schools already have on hand for collecting data. Discuss different data sources. (CUSTOM ANIMATION) ODRs are a valid barometer of behavior in a school.

Office Discipline Referrals and The BIG 5! Examine office discipline referral rates and patterns Major Problem events Minor Problem events Ask the BIG 5 questions: How often are problem behavior events occurring? Where are they happening? What types of problem behaviors? When are the problems occurring? Who is contributing? For the purpose of SWPBIS we are going to focus on ODRs as one of the main sources of data that you can use to monitor the impact of your universal system. In doing so, there are 5 big questions that can start the problem solving process. (review contents of slide). ODRs can be used systematically and can answer a variety of questions.

Cafeteria Class Commons Hall Lang. Defiance Disrespect Harrass Skip 12:00 Examples of graphs from SWIS. These are referred to as the Big 5. Regardless of data management system chosen, ODRs can help answer 5 main questions: Is there a problem? Where is the problem happening? What is the problem? When are the problems occurring? Who is contributing to the problems? Ask the Big 5 questions to team(s) using data in slide. How might we address the problems? Cafeteria Class Commons Hall

Building Precise Problem Statements Primary Statements Indicate a discrepancy between what we have and what we want. Precise Problem Statements: Indicate the problem with sufficient precision to allow problem solving From the Big 5, then develop a precise problem statement. The primary statement identifies the problem. The precise problem statement identifies the problem with greater specificity so that problem solving can occur. Primary Statements: Indicate a discrepancy between what we have and what we want. Precise Problem Statements: Indicate the problem with sufficient precision to allow problem solving What is happening (and how does it differ from what we want) How often is it happening When is it happening Where is it happening Who is involved Why does it keep happening

Classroom Managed vs. Office Managed Problem Behaviors To establish a consistent system for corrective consequences, schools must identify, and differentiate between, classroom managed vs. office managed problem behaviors. That is, what behaviors are handled by teachers in the setting in which they occur vs. what behaviors are handled by administrators? In SWPBIS, classroom managed are termed “minors” and office managed are termed “majors.” Minors vs. Majors 8/24/2010

Elementary School Example Teacher Managed Behavior Attendance/Tardy – Inform parents on effect on academic performance Profanity directed at student Gum chewing Homework No supplies Tattling Non-compliance Name calling Lying Minor stealing Cheating Dress Code Violations Minor Harassment Office Managed Behavior Attendance/Tardy Vandalism Substances Defiance Weapons Profanity directed at Adults Major disruptions Fighting Verbal/Physical intimidation Major stealing Cutting school Wanderers Gang Related Activity Chronic Dress Code Violation Harassment (including sexual) The following three slides are examples for teams to review after the initial post it note brainstorm. Make notations for the different behaviors that comprised the levels. 8/24/2010

Middle School Example Teacher Managed Behavior Excessive talking Attendance tardy inform parents Off task (Disruptive) Gum/Food/Candy Drinks Missing Homework Not prepared for class Name calling Dishonesty PDA Running in Hall Passing notes Backtalk directed at Adults Cheating/Plagiarism Writing on school property Office Managed Behavior Attendance Tardy Insubordination Fighting Vandalism Verbal/Physical Intimidation Weapons, threats Gang Representation Cutting class/school/teacher detention Theft Drug Violations Directed Profanity Harassment (incl. sexual) Controlled Substances Security threat/breach Lewd notes Repeated Backtalk (3) Repeated PDA Dress Code 8/24/2010

High School Example Office Managed Behavior Teacher Managed Behavior Attendance Tardy Insubordination Fighting Vandalism Verbal/Physical Intimidation Weapons Gang Representation Cutting class/school/teacher detention Theft Drug Violations Directed Profanity Arson Harassment Controlled Substances Threats Security threat/breach Lewd notes Repeated/Severe Offenses Teacher Managed Behavior Excessive talking Attendance tardy inform parents Off task Drinks/Food/Gum (with clear expectation for your class) Missing Homework Not prepared for class Inappropriate Language Lying Dishonesty Dress code violating PDA Hallway Disruption Passing notes Cheating/Plagiarism 8/24/2010

ACTIVITY Using T-charts: Identify teacher managed behaviors Identify office managed behaviors Identify consequences for teacher managed and office managed behaviors Provide teams with post its. At this point the teams will freely brainstorm problematic student behavior. See notes on slides 15 and 16.

Teacher Managed Behavior T- CHART OF BEHAVIOR Teacher Managed Behavior Office Managed Behavior This chart can be provided in several forms… poster paper simply copy this format… on the table post it note that says teacher managed behaviors vs. office managed Now teams will transfer the post its to the t chart At this point the teams may start to see similar behavior in each column. This will lead the team to defining the intensity that changes the type of behavior from Minor to Major Make this a chart and provide in resource packet Sort behavior 8/24/2010

T- CHART OF CONSEQUENCES Teacher Managed Behavior Office Managed Behavior This chart can be provided in several forms… poster paper simply copy this format… on the table post it note that says teacher managed consequences vs. office managed. Prompt teams on possible consequences as needed. Teacher managed consequences: follow-up agreement, student conference, individualized instruction, loss of privilege, parent contact, assigned seats, loss or restricted recess, apology letter, time out from reinforcement, detention, restitution Office managed consequences: follow-up agreement, student conference, individualized instruction, loss of privilege, parent contact, assigned seats, loss or restricted recess, apology letter, time out from reinforcement, detention, restitution, suspension, expulsion. Prompt teams to refer to Code of Conduct when generating consequences for office managed behavior. Now teams will transfer the post its to the t chart Make this a chart and provide in resource packet 8/24/2010

Code of Conduct vs. SWPBIS Legal and Documented Approach vs. Changing Behavior Approach Which happens more often in your school? This slide illustrates the major differences between SWPBIS’ approach to consequences for challenging behavior from traditional shape up or ship out approach to behavior problems. Is the Code of conduct legal approach of collecting ODRs and filing them away as a part of student discipline working for those students at risk for drop out or failure? ODRs in the SWPBIS is to monitor the effectiveness of the Universal level of support and more effectively target the right tier 2 and tier 3 students. This is an opportunity to let teams speak briefly with each other. 8/24/2010

Minors vs. Majors Flowchart SWPBIS increases consistency in a building. Clearly defined procedures for dealing with problem behavior, both minor and major, is necessary. Procedures can be a written policy, but to disseminate as a reference document for all staff, it is more user-friendly to develop a flowchart clearly outlining the procedures. See resource packet for sample flowcharts. Flowchart 8/24/2010

General Procedure for Dealing with Problem Behaviors Observe problem behavior Find a place to talk with student(s) NO Is behavior major? YES Ensure safety Write referral and Escort student to office Problem solve Problem solve Determine consequence Determine consequence Follow procedure documented Follow documented procedure The behaviors just identified fit within a process for dealing with behavioral violations within a school. Key is to have a consistent process that is clearly outlined, documented, and disseminated to all staff. Staff must know, understand, and follow a process to have consistent procedures for dealing with problem behaviors for all students. Walk teams through the flowchart. When explaining the procedures on the flowchart for the office managed behavior (right side), an important point is that teachers must know that once a behavior is sent to the office, the teacher no longer is allowed input on how the behavior is to be handled. The decision now lays in the hands of the administrator. Does student have 3? NO YES Follow through with consequences File necessary documentation Send referral to office File necessary documentation Follow up with student within a week

Another example of a flowchart.

Documenting and Defining Minors and Majors The flowchart revolves around documentation of the behavior. It also hinges on the accurate categorization of behavior (is it a minor or a major?). When documenting problem behaviors, critical pieces of information are needed to permit data-based decision-making. Specifically, need the basics (student name, grade, sex, exceptionality if applicable, and date and time of incident), as well as specifics about the incident: type of behavior, location of incident, time of incident, others involved, possible motivation of behavior, and consequence given/administrative decision. When an ODR contains these other elements, only a brief description of the incident is needed. 8/24/2010

Problem Behavior Location Possible Motivation Office Discipline Referral Form Name: _________________________ Grade: _____ Date: _____ Referring Person: ________________________Time: ________ Others involved: None Peers Staff Teacher Substitute Unknown Other Problem Behavior Location Possible Motivation Major Abusive language Fighting/ physical aggression Harassment Overt defiance Other_____ Minor Inappropriate language Disruption Property misuse Non-compliance Other_____ Hallway Cafeteria Library Restroom Office Parking lot Classroom On bus Special event Common area Other_____ Attention from peers Attention from adults Avoid peers Avoid adults Avoid work Obtain items Don’t know Other_____ Example of ODR that contains the critical pieces of information. Also compatible with SWIS. Note that this form is designed for efficient completion. All items can be circled (or could use check boxes if own form) quickly. Before disseminating a referral form, all categories on the form must be defined and accompany the ODR. All staff should be clear on those behaviors that constitute the minor behavior of inappropriate language vs. those behaviors that constitute the major behavior of abusive language. With this, any staff who observes the behavior should address the behavior in a similar fashion. This will improve the consistency of consequences. The same needs to be done with location, etc. When a team engages in decision-making, must be confident that the data collected are an accurate picture of what is occurring in the building. Consequence Lose privilege individual instruction Conference In-school suspension Parent contact Out-of-school suspension Time in office Other________________

ACTIVITY Revise current office discipline referral form Define minors and majors behaviors Provide teams with the electronic version and paper version of SWIS definitions and ODRs. Task is to develop a SWIS-compatible ODR and personalized version of the definitions. Two options to complete both tasks: Option 1) All team members works on both tasks, completing ODR first followed by definitions. Option 2) Break team members into two groups. One team (with principal and other administrators) works on the ODR and the other team works on the definitions. To complete these tasks: Team can do with paper-and-pencil versions of the documents or provide team with electronic versions of documents. Projecting the documents on a wall helps to focus the team on the task at hand. Past experience says that defining the minor behaviors and coming to consensus is the most challenging portion of this activity. This may not be finished on the training day but it is important to assign someone to review and finalize. Additionally, the team should review current office discipline referrals. It is advisable to provide the team with samples from other schools including SWIS compatible forms. Even if the school will not be using SWIS, the SWIS ODR is a clean simplified means to get the important behavioral information.

Data System Decide which behaviors are managed in the classroom and which behaviors are sent to the office Support teachers in designing classroom systems Brainstorming continuum of procedures for responding to ODRs: Verbal reprimands Detentions Community service Re-teaching of expected behavior Follow up with increased acknowledgment Additional responses/options for intense/chronic kids Review of building a system to support data-based decision-making. 8/24/2010

Staff & Student Kickoff Beginning of the Year: After team finishes planning components of the universal system, next step is to plan staff and student kickoff. Team will need to schedule additional time to plan the kickoff. Have team identify a tentative time to plan. Provide teams with handout – checklist of items containing decisions to make and materials to develop. Staff & Student Kickoff 8/24/2010

Team Implementation Checklist The team will complete the Team Implementation Checklist (TIC). They should complete action plan as a result of the outcomes. Input the result into pbssurveys.org as baseline. The team will complete this checklist quarterly (October, December, March, May). After teams complete the TIC, teams should commit to team meeting dates (i.e., specific dates and times for meetings). 8/24/2010