1. Foundations: A Proactive and Positive Behavior Support System
Stephanie Heinchon
Kara Hallenberger
Julia Schneider

2. Community Guidelines

3. Session Objectives Module A, Presentation 2: Team Processes
Module D, Presentation 3: Staff Responsibilities for Responding to Misbehavior
Analyze Implementation to Date
Module A, Presentation 3: Improvement Cycle
Module B, Common Areas
Module D, Presentation 5: Preventing Misbehavior that Leads to Referrals

4. Kisses of Death Module A, P2, p. 70-71
Summary of pgs in Module A.
Kisses of death will be in the handout, they will rate between 1-5 where they lie on each kiss of death. Each team member will anonymously complete one...shuffle them up…..compare as a team

5. PBIS/Foundations Team
Module A, P2, p
PBIS/Foundations Team
Where are you with all of these? Fill out the sheet and add it to your binder.
Purpose of team name: doesn’t have to be cute, it just needs to have a name so that everyone on the campus knows what the team is called.
Everyone has an assigned role.
Everyone knows who they represent, staff members on campus know which team member represents them.
Terms- when you roll over new team members
Meeting times- how often/for how long, plan out a schedule
Norms- what norms have you set for when you meet as a team

6. Foundations: Module D
Responding to Misbehavior: An Instructional Approach
Goal of Module D
Coordination and seamless support for students and staff related to incidents of misbehavior
All staff will know:
What behaviors to handle on their own
What behaviors require reporting
What behaviors involve administrators

7. Developing Levels of Misbehavior
Module D, P2, p.31
Developing Levels of Misbehavior
At your table: Review 3 levels of misbehavior- you should have them in your binder from last time.
See Task 1 Action Steps on p. 47 and Task 2 p. 50
Categorize and define moderate, mild and severe behaviors into Levels 1,2,3 [task 1]
Reach staff consensus on the levels of misbehavior. [task 2]
Document and monitor level 2 and 3 misbehaviors [task 3]
look over what we did last time…...

8. Guiding Questions What are your sources of discipline data collection?
How are you monitoring level 2 and level 3 discipline data?
How are you sharing campus discipline data with your staff?
If you are not using Educators Handbook, what are you doing with the classroom discipline referral forms (paper copies)?
Have these questions on chart paper.
Table conversation
Each campus need to respond to each question, with one response on each sticky note

9. Levels of Behavior Evidence of Implementation
Module D, P2, p.31
Levels of Behavior
Evidence of Implementation
A Level 2 misbehavior could be a persistent level 1 misbehavior

10. Responding to Misbehavior: Staff Responsibilities
Module D, P3, p.61
Responding to Misbehavior:
Staff Responsibilities
Task 1: Define Corrective Techniques for Mild Misbehavior
Task 2: Define Corrective Techniques for Moderate Misbehavior
Task 3: Write Effective and Appropriate Referrals for Severe Misbehavior

11. Responding to Misbehaviors
Level 1:
Mild Misbehavior
Misbehaviors that observing staff correct in the setting
No other staff member is involved.
Level 2:
Moderate Misbehavior
Schoolwide correction that involves other staff members (i.e. detention).
Need administrative suggestions or clarifications.
A staff member believes that the administrator should be aware of the situation.
Documentation begins
Review in order to connect to corrective actions.
Persistent misbehaviors, in Level 2, should have documentation.

12. Define Corrective Techniques for Mild Misbehavior
Foundations
Module D, Presentation 3, Task 1
Review definitions for Level 1 infractions.
Create menus of appropriate corrections for Level 1 infractions.
View a sample menu of Level 1 classroom corrections.
View a sample menu of Level 1 common area corrections.
Document your discipline policies.

13. Menu of Appropriate Corrections
Module D, P3, p
Menu of Appropriate Corrections
Consider the need to develop two Level 1 menus:
Classroom corrections
Common area corrections
Include a range of reasonable corrective consequences.
This menu gives staff flexibility to respond, within the parameters of an administrator-backed policy.
Pg. 65 Module D begins extended explanations of each response.
Pg Form D-07 thumbnail begins
This list comprises basic correctional responses that every teacher believes they do well, and yet many struggle to actually use effectively.
If every teacher did these well, coupled with the effective use of S-T-O- and I, we would have far fewer students requiring additional behavior support.
In the early stages, corrections should include instruction about the rule the student is breaking and how to follow it
Any consequences must follow district policy and/or guidelines first with administrative approval.
Available on the Foundations CD (Form D-07)
For more information, see CHAMPS or Teacher’s Encyclopedia of Behavior Management
Teams will not complete the development of these menus during todays training due to time constraints so Keeper of the List, you need to make a note that this will be on a future agenda.
Teams will be introduced to some basic effective corrections that their menu may include, but is not limited to.

14. Menu of Corrective Consequences
Module D, P3, p. 75
Menu of Corrective Consequences
Make this menu easy and accessible to your staff.
Seen on page 75- Module D
This happens to be one of the most popular formats that people use.
The purpose of the menu is not that you have to use it or refer to it at the moment a student misbehaves.
The idea is that this is a list of administrative approved responses. You can also try anything legal, logical, and ethical, but just note that this particular menu is the one the administrator has already seen and supported.
Facilitators may also act out how NOT to use the menu at the moment the misbehavior occurs.
If your campus has already done this, based on your discipline data: is it working/effective? is it being followed consistently across the campus?
Sample from the School District of Clay County in Florida.

15. Questions to Consider for Level 2: Moderate Misbehaviors
Module D, P4, Task 1
Questions to Consider for
Level 2: Moderate Misbehaviors
Is the behavior chronic or serious enough to begin the RTI Behavior process?
If the behavior is chronic or serious, what and where is the documentation?
Should other school personnel (counselor/administrator) be involved?
Does someone need to meet with the student/parent as soon as possible, or is the teacher’s action sufficient?
Are additional corrective consequences necessary (beyond the teacher’s action)?
With your administrator’s leadership, the campus needs to determine the how, who, and when of communication of level 2 misbehaviors.
ex: When should a parent be contacted? When should you contact a counselor? When do you touch base with an administrator?
Looking at the moderate misbehaviors/corrections, how are these questions addressed?
in the 3 level system or separate procedures

16. Think About…
How is this incorporated into your campus procedures for writing an office referral?

18. Writing Effective Appropriate Office Referrals
Module D, P3, Task 3
Writing Effective Appropriate Office Referrals
Use objective language
Be specific
Be aware of spelling, semantics, and syntax
Reminder: Discipline referral forms are legal documents and are subject to open records request.
Avoid diagnoses, jargon/slang, labels, and judgements
Observable
Measurable
Avoid underlining, exclamation marks, caps, etc.

19. Thinking about district guidelines you just read and this additional information from Safe & Civil Schools, how does this align with your campus procedures for writing office referrals?
Have you trained/shared this information with your staff?
Is this a part of your staff handbook?

20. Level 3: Severe Misbehaviors
Module D, P4, Task 2
Level 3: Severe Misbehaviors
Administrators, communicate the campus plan for dealing with Level 3 severe misbehaviors and corrections.
Administrators will follow district guidelines, given to them.

21. Analyze Implementation to Date
Central to the Foundations process is the Improvement Cycle, an ongoing, integrated sequence of activities driven by the PBIS/Foundations Team.

22. The Improvement Cycle

23. How well have we implemented Module B: Managing Common Areas and School-wide Procedures
to date?

24. An ounce of prevention is worth a pound of cure…
Module D, P5
An ounce of prevention is worth a pound of cure…

25. Understanding Emotional Escalation
Module D, P5, Task 1, p. 149
Understanding Emotional Escalation
See also Managing the Cycle of Acting Out Behavior in the Classroom by Geoff Colvin

26. At a minimum… Structure classroom to support expectations
Teach students behavioral expectations for all instructional activities
Posted is best!
Use “by” when giving directions
Observe student behavior to provide feedback
Interact positively with students at a rate of 3:1
Table Discussion: What more must be done on your campus to ensure staff can implement minimum requirements of prevention?

27. Levels of Misbehavior Implementation Chart &
Improvement Cycle Ongoing Review
If time, complete levels of misbehavior implementation chart.
If already implemented the levels of misbehavior, being the improvement cycle of ongoing review.
If they haven’t, work on levels of misbehavior and corrections

28. Homework 3 Level System of Misbehavior Description of Behavior
Corrective Responses
Procedures for Office Referrals
Levels of Misbehavior Implementation Chart
Staff Adoption of 3 Level System
Writing Effective Office Referrals
Document staff training in PBIS/ Foundations binder
Continue to use Improvement Cycle for your common areas

29. Stephanie Heinchon: sheinc@neisd.net
Final Reflection
What struggles is the team/school experiencing with the implementation of PBIS/Foundations?
What help/assistance does the team need to move forward?
Stephanie Heinchon:
Kara Hallenberger: