1. 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

2. 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
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3. 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.
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4. 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!

5. 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

6. 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.

7. 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.

8. 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

9. 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

10. 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
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11. 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.
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12. 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
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13. 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
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14. 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.

15. 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
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16. 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
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17. 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.
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18. 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
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19. 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

20. Another example of a flowchart.

21. 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.
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22. 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________________

23. 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.

24. 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.
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25. 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
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26. 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).
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