1. The Office “Frequent Flyers”:
Developing Consequences that Matter
Presented By: Ray Roth

2. My Background School Psychologist – Focused on EBD
Behavior Specialist – Local, State (KDE), National (Safe and Civil Schools)
Alternative High School Principal –
Elementary Assistant Principal
School Psychologist - Indiana

3. You Can’t Run a School When All you do is Manage Behaviors
Develop a prevention mindset
You get what you pay attention to. The more time you spend on consequences for misbehavior, the more discipline problems you have
Adopt the paradigm of “Behavior Instruction” and get rid of the paradigm of “Behavior Intervention”
You have to focus on teaching, modeling, and encouraging desired behavior, but you have to have a no-nonsense and consistent response regarding consequences

4. Understand the New Trauma Research
The Frequent Fliers in your office may not be just
Bad
Defiant
Obstinate
They May be
Hurting
Neurologically out of control
Traumatized
And this DOES NOT mean you cant implement consequences

5. Remember, How You See or Interpret a Behavior Drives How you Treat or Intervene
Behavior Filter
INSTRUCTIONAL
All behavior Is learned
Learned behaviors can be “shaped”
Shaping behaviors is done through consistent use of Rewards and Punishments
What’s Good:
It WORRKS!!!!
What’s Bad:
It is potentially Dangerous!!!
Misbehaviors are driven by Skills Deficits
Misbehaviors can be eliminated or reduces through
Structure, Nurture, and explicit instruction
What’s Good:
It WORKS!!!!!
What’s Bad:
If there is underlying neurologically- based behaviors, it may not be enough

6. The New Filter The Neuro-biological Filter
Underlying most (if not all) behavior is a neurological basis
Early experiences biologically shapes our brain to see the world in unique ways
These experiences change the way our brain interprets our current experiences and drive our behaviors
Misbehaviors can be “viewed” and “interpreted” by what parts of the brain are activated
Interventions are most likely to be successful if you address the student’s biological needs

7. Comprehensive Instructional Plan: Our Old Paradigm
Intensive
Targeted
Universal

8. Comprehensive Instructional Plan: Our New Paradigm
Intensive
Targeted
Universal
Brain Structures and Experiences Drive ALL Behaviors

10. How Understanding Brain States Drives Our Actions
Survival State – Driven by a need for Safety:
Looks Like – Out of control behaviors
Intervention – Reduce triggers and provide calm
Emotional State – Driven by a need for Connection:
Looks Like – Emotional Outbursts
Intervention – Connect first, consequences later
Executive State – Driven by a need for Problem Solving:
Looks Like – Clear thinking and rationalizing
Intervention –
Consequences that teach
Plans for future

11. Ways to Understand and Teach the Brain
Discovery Program by Eric Larsen
Peaceful Interventions by Malcolm Smith
Flip Your Lid by Dan Siegal
Ways to Understand and Teach the Brain
Mind-Up
Conscious Discipline
Trauma-Informed Care

12. Brain Interventions in General Actions
Survival Brain
Gift of time
Engage the executive Brain
Emotional Brain
Connect with a mentor or safe adult first
Peace Contracts
Executive Brain
Meaningful Work
Solve-It Sheets

13. Assess Our Problem
We know we have a problem with a disproportional number of minorities and disabled students being suspended
Now, for each school, examine the top 4 reasons for suspension in your school

14. Possible Problems Possible problems:
Students accumulate too many minor disciplinary infractions that result in suspension (tier 1)
Students have a number of minor infractions and then do something moderately high intensity and are suspended (tier 1 and 2)
Students are committing severe infractions (tier 2 and 3)
Small number of students committing major infractions (dangerous students)
High number of students committing major infractions (dangerous school)

15. Types of Infractions Resulting in Office Referrals and Suspensions
“Looking across studies of school discipline, it is clear that school suspension tends not to be reserved for serious or dangerous behaviors. The majority of offenses for which students are suspended appear to be non-violent, less- disruptive (than fighting) offenses.”
Russ Skiba, 2006
Center for Evaluation and Educational Policy, Indiana University
My Experience conducting Manifestation Determinations:
Often it is not about a single behavior, but an accumulation of offenses. In such cases, MD simply do not work!

16. Russ Skiba, 2006 30-50% of students suspended are repeat offenders
At the national level it has been estimated that the number of suspensions and expulsions has doubled since the 1970s.
30-50% of students suspended are repeat offenders
“Suspension functions as a reinforcer...rather than as a punisher” (Tobin, Sugai & Colvin,1996)
Data shows that certain classrooms and schools appear to be responsible for a disproportionate share of disciplinary referrals. For example, in one middle school studied 25% of classroom teachers were responsible for 66% of all office referrals.

17. Russ Skiba Recommendations for Practitioners
Reserve zero tolerance disciplinary removals for only the most serious and severe of disruptive behaviors, and define those behaviors explicitly.
Use a graduated system wherein consequences are geared to the seriousness of the infraction. Less serious offenses, such as classroom disruption, attendance-related behaviors, or even minor fights among students can be met with consequences that might range from parent contact, reprimands, community service, or counseling.

18. A Helpful Way to Look at Behaviors and Consequences
Minor Infractions – Educational Misdemeanors – Common, simple behaviors that irritate and interrupt class
Teacher-based classroom consequences. Does the teacher need help in classroom Management?
Parking Ticket Consequences – Quick “hit and run” consequences
Moderate Infractions – Educational Misdemeanors – More intense behaviors or behaviors that have become a pattern or chronic
Teacher-based behaviors with support from administrators. Plan for how to address behaviors with the student, teacher, and administrator
Speeding Ticket
Severe Infractions – Educational Felonies – Behaviors which are: Dangerous, Illegal, or significantly interfere with learning for the school
Administrator-based (maybe SRO) consequences

19. Reece Peterson Ph.D. U. of Nebraska – Lincoln On Suspension
We need to move away from the traditional idea that suspensions are “punishment.” We need to develop a “teaching” orientation to the consequences we employ. We also need to greatly expand the number and variety of consequences which are included to be more responsive to the variety of situations and needs related to student behavior.

20. Develop a Comprehensive Approach to Discipline

21. Theoretical Approaches to Consequences
1 – Behavioral
Misbehaviors are learned - S-R – Stimulus- Response
Behaviors can be shaped through Rewards and Punishments
Effective but potentially dangerous
2 – PBIS
Misbehaviors are due to skill deficits
Teach skills – Replacement Behaviors
Effective but takes time
3 – Trauma-Informed
Misbehaviors are Neurologically-Based
Address underlying needs
Effective but takes a more complex set of skills

22. PBIS Approach Analyze your suspension data Develop a plan
Implement the plan
Evaluate – e.g., take data on the use of suspension alternatives

23. 3-Tiered Approach Tier 3 Offenses of safety. Tier 2
Moderate level offenses.
Often offenses that result in disruptions of instruction.
Tier 1
Low level behaviors. Often problems related to absences, tardies, or minor classroom infractions.

24. Tier 1 Offenses
“Educational Misdemeanors” (parking tickets – consistency and efficiency)
Usually involve low level misbehaviors. Often can be addressed in the classroom setting. Maybe the result of continuous and repeated low level misbehaviors.
Failure to administer consequences will likely result in student failure and continued misbehavior
Examples: absences, tardies, failure to work, not completing homework, cell phones.

25. Tier 2 Offenses
“Educational Misdemeanors” (speeding tickets – Hierarchy)
Usually can be resolved by teacher with the assistance of an administrator
Failure to administer consequences will likely result in future incidents of severe disruption of instruction.
Examples: Disrespect, yelling, repeated interruptions

26. Tier 3 Offenses “Educational Felonies” –
Often requires the involvement of multiple parties to resolve (i.e. courts, SRO, district-level administrator, multiple school administrators, parents.
Failure to administer consequences will likely result in future incident of safety violation of self or others.
Examples: fights, weapons, threats, drugs, illegal behaviors, etc.

27. Sample Alternative Practices for the Frequent Fliers

28. Peace Treaties
The Tookie Protocol For Peace - A Local Street Peace Initiative
A gang member and one of the founding members of the Crips and convicted murderer
Sentenced to death for murders
Executed in 2005
While on death row became an activist for peace and ending gang violence
Wrote 9 books for children and teens warning about gang violence
Nominated for Nobel Peace prize 5 times for his work and 1 time for literature
Celebrities who championed him for clemency included Snoop Dog, Jamie Foxx, Mike Ferrell, and the NAACP

29. A Protocol for Peace Local Street Peace Initiative
Putting The Theory of Peace Into Practice     Establishing Peace     Maintaining Peace     Peace Disarmament     Social Agenda For Peacekeepers   
Peace Treaties at Sorgho (for dealing with peer conflict and bullying)

30. Sorgho School Community Perpetual Peace Treaty
I submit here and now on this month ________________, day ______________, year __________, that a Perpetual Peace treaty exists between warring parties:
______________________________ and __________________________________.
This word-of-honor agreement binds the above community members to put aside all differences that exist in the school, community, or other places. This treaty, taken as a necessary step to create peace and cooperation in the school community, binds the above to refrain from all actions of hostility that interfere with the ability of either to successfully attend, learn, or enjoy the learning or social environment at Sorgho Elementary School. This document is an oath of responsibility for the parties involved to co-exist in peace for the security of our school and our community. All violations of this treaty are to be reported to school staff in an effort to enforce the treaty and to maintain peace.
Signatory ___________________________________________________________
Date _______________________________________________________________
Observing Witness ___________________________________________________

31. Meaningful Work
Administrator’s Desk Reference of Behavior Management – Volume 3
Not simply “give them a job”
Core Components
1 - Understand the underlying Needs of a student’s misbehaviors
2 - Create a job that motivates the student and addresses their underlying needs
3 – Pair the student with an adult mentor who understands the true needs of the student
4 – Assure that the job is done frequently and consistently

32. Understanding Basic Underlying needs

33. Basic Needs Competence Attention Nurturing Recognition Acknowledgement
Purpose
Belonging
Stimulation
Change

34. Skills to Teach
Link Skills being taught to both WORK skills necessary for the job AND Class skills the student lacks.
Punctuality to job and class
Respect for supervisor/teacher
Self-Control on the job and in the classroom
Responsibility for job and classwork
Completing Task (job and classwork)

35. Supervisor Responsibilities
Teach Basic Job Skills
Monitor Attendance
Monitor Job Performance
Communicate with Teacher
Listen to staff concerns about student
Keep administrator informed about student skills
Maintain Record

36. Make In-School Suspension more Effective
The Behavioral Approach
Punishment
Often used as a Respite time for teacher (and Student)
Like other behavioral approaches, once set up as a consequence, it becomes overused and abused
The PBIS approach
If the student need is ESCAPE it actually reinforces behaviors and increases the behavior
In these cases, use “Hot Passes”

37. ISS to Hot Passes
Designed to allow the student and teacher Respite as needed
Used to DIFFUSE an DETER escalation
When carefully constructed, teaches student skills
Self-Monitoring
Early Intervention
Begin very liberally and allow the student amore Hot Passes than needed
Once the student learns to use them (yes, they will often abuse it) then “shape” the behavior by reducing the number of hot passes they need in a day

38. ISS Punishment to Skills Instruction
Identify types of behaviors that result in ISS placement
Best to have the Administrator assign ISS not the teacher
Once in ISS, have Mini-Lessons for the student to accomplish
Mini Course Short units or modules on topics related to various types of inappropriate behavior. These could include readings, videos, workbooks, tests and oral reports.
They could focus on topics from inappropriate language, sexual harassment, to alcohol/drug use, conflict resolution, social skill development, and many more. Once created, students could be assigned to complete the appropriate modules based on their offense.
See Advantage Press

39. Community Service
Much Research Basis to the value of Community Service
Use for Long-Term Suspension and expulsion – One school required every student places in Long-Term Suspension to accumulate points for 1) Attendance, 2) Work Completion, and 3) Community Service
meaningful volunteer activities that enable youth to give something back to the community while learning to appreciate helping others and deterring them from delinquent activities.
Placement sites for the community service component will provide structure, safe environments and non-academic learning experiences.

40. Ten Alternatives to Suspension By Reece L. Peterson
Parent Supervision Ask the parent if they are willing to sit with the student while the student remains in school. May not be possible for some parents, but could be a valuable option.
Counseling Student is assigned to a professional (SSW, counselor, school psychologist) to problem solve, identify skills for targeted intervention (e.g., anger management), or to work through problems or issues the student may have.
Community Service Community service tasks with appropriate supervision outside of school hours. Might include clean up crews or community agencies.

41. Peterson, cont. Some Alternatives to Suspension
Behavior Monitoring Close monitoring using check sheets and some form of feedback between teacher and parent.
Restitution Student is assigned work which would repair or restore the physical environment, could include projects to clean or make the school more attractive.
Problem solving or Behavioral Contract Defined procedure for behavioral problem-solving (e.g., reflection sheets) and then creating a behavioral contract that includes positive consequences for successful completion.

42. Peterson, cont. Some Alternatives to Suspension
Programming Alternatives For some students, especially at the secondary level, it may be possible to change the student’s schedule, classes or program which would avoid problem environments or situations, but yet permit continued access to the curriculum and school.
Appropriate In-school Suspension ISS should continue academic or other instruction, but also focus on solving the problem that resulted in the student being sent there.

43. Trauma-Focused Interventions
Meet Jim Huggins

45. Conscious Discipline Becky Bailey
Conscious Discipline is a comprehensive classroom management program and a social-emotional curriculum. It is based on current brain research, child development information, and developmentally appropriate practices.
Best for Preschool and Primary School – However, implications for older children and students
Classroom-Based model (Tier 1 and 2) with implications for addressing intensive behaviors (Tier 3)
Uses classroom interventions based on brain research to teach executive functioning skills

46. Executive Functioning Skills
Attention: The ability to sustain attention in spite of distractibility, boredom or fatigue. Time Management: The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. A sense that time is important. Organization: The ability to create and maintain systems to keep track of information or materials. Prioritization: The ability to see what is most important and make a plan to accomplish it. 

47. Executive Functioning Skills
Working Memory: The ability to hold information in memory while performing complex tasks, and the ability to draw on past learning or experiences to apply to the situation at hand or project into the future. Impulse Control: The capacity to think before you act, allowing you to evaluate a situation and how your behavior might impact it. Flexibility: The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. Adapting to changing conditions.

48. Executive Functioning Skills
Empathy: Understand what others feel and see from another’s point of view. Metacognition: The ability to step back and take a bird’s eye view of yourself in a situation. To observe yourself (reflect and witness), self-monitor and self- evaluate. Goal Achievement: The capacity to set a goal and follow through to completion. Task Initiation: The ability to begin projects without undue procrastination, in an efficient and timely fashion. Emotional Control: The ability to manage emotions

49. Mind-Up Grades PreK through 8 Based on the research on Mindfulness
A science-centric and evidence-based, with over 10 years of research conducted on the program’s efficacy
Grounded four core pillars: Neuroscience, Positive Psychology, Mindful Awareness and Social-Emotional Learning
15 lessons on topics such as gratitude, mindfulness and perspective taking that are brought to life by a teacher in the classroom
Provides an immersive discovery experience along with daily practices, such as the guided “Brain Break” breathing exercise
Drives positive behavior, improves learning and scholastic performance, and increases empathy, optimism and compassion

52. Staff/Team Intensive Problems
SEL Team – Create a team of persons (teacher, behavior interventionist, administrator, counselor, social worker, FSC/YSC, etc.) who meet regularly and address the needs of the Frequent Fliers
“It is possible for a school-wide team to identify lots of creative ideas for alternatives (to suspension) and it is best if these emerge from the culture of a particular school.”
“This will also build the support for these alternatives among teachers, staff, students and parents.”

53. Staff/Team Intensive Problems
Structure
Brief Meeting (30-60 Minutes)
Held Consistently (once a week)
Referral Procedure (administrator input)
Participants who can contribute to the information gathering process
Data driven (i.e. office referrals)
Focus: No teacher who has an intensive student in their class should be responsible for meeting the needs of that student without support!!!

54. Identify and Refer Mental Health Problems
Don’t just throw out mental health diagnoses without a professional actually diagnosing the student (i.e. ADHD, ODD, RAD, etc.)
Have someone knowledgeable of mental health disorders on the SEL team
If there is a concern for the mental health of the student, work through the FRC/YSC staff to help link the student to the appropriate services
The SEL team maintains confidentiality of the student while also implementing recommendations of the mental health professional into the school
Example: Child abuse and/or RAD. Might require specific interventions (such as only have a female intervene, have 2 adults at all times, create “safe space” in the school, etc.

55. Resiliency Positive Youth Development Research
Internal and External Assets
Some Specific findings:
1 – The most powerful asset is the presence of even 1 adult in the life of a student who cares for them unconditionally.
Mentorship
Lincoln – Every student in this school will have 1 adult who they knows has their back
2 – Involvement in some activity that provides the student with meaning
Band, ROTC, clubs, etc.

56. Additional Alternatives to Suspension
Loss of privileges: home or school
Written apology
Responsibility Room – short term intervention
Time-out: typically one period
Detention: after school, lunch detention, Saturday detention
Assignment to an adult mentor
Positive Contingency Contracts
Send Homes in a Behavior Plan
Referral to Community Mental Health

57. References
Sprick, R The Administrators Desk Reference of Behavior Management
Bailey, B Conscious Discipline
Larsen, E The Discovery Program
Smith, M Peaceful Interventions
Mind Up
Trauma-Focused Care
Williams, T A Protocol for Peace
Peterson, R., (2006) What Every Administrator Needs to Know about Alternatives to Suspension and Expulsion. University of Nebraska-Lincoln.
Skiba, R., & Sprague, J. (2008). Safety without suspension. Educational leadership, 66,