1. Discipline Plan: Getting on the Same Page
Excerpt from July 2011 DE-PBS SW Training
Delaware Positive Behavior Support Project

2. Key Feature
Recognize the critical importance of correcting misbehavior using a combination of evidence-based techniques for increasing appropriate behavior and decreasing use of inappropriate techniques.
These values should be seen throughout school disciplinary policies and practices and in the recognition of the limitations of the use of harsh, frequent, or unfair punishment.
What is Discipline? Steps/actions parents/teachers engage to increase child/student success (Charles, 1980).
Delaware Positive Behavior Support Project

3. 4 Components of Comprehensive Schoolwide Discipline and 4 of the KEY Features of PBS in Delaware
Note: Each Component Would Include Use of Praise, Rewards, and Punishment, BUT Much More
Long-term aim = Self-Discipline
From: Self-Discipline and PBS, The 2 Bears, 11/18/09
From our overview yesterday, see that correction is 1 component of a comprehensive discipline system.
Delaware Positive Behavior Support Project

4. Elements of a School-wide Discipline Plan
Common approach to discipline – positive, proactive, preventative.
Clear set of expected positive behaviors.
Procedures for teaching expected behaviors.
Continuum of procedures for encouraging expected behavior
Correction: Continuum of procedures for discouraging inappropriate behavior.
Procedures for on-going monitoring and evaluation.
Element: Common approach to discipline – positive, proactive, preventative
We’ve already talked a lot about the prevention piece through expectation and teaching.
But the problem behaviors still occur – so then what??
In this section we’ll discuss more about your school’s system for Correction.
Delaware Positive Behavior Support Project

5. Correction as a Teaching Opportunity
Recognize the limitations of punishment and therefore focus on preventing misbehavior.
Use of punishment in combination with other more positive techniques when correcting misbehavior.
Providing teacher guidance and support
Reteaching desired behaviors
Reinforcing desired behaviors
Recognize the limitations of punishment and therefore focus on preventing misbehavior.
Combination: Don’t take away a false message that you shouldn’t follow the Code of Conduct – That’s not it! It is about following the Code consistently, but also supporting the student to make better choices in the future
Guidance
Reteaching
For groups of students, Skill Building might be needed
Delaware Positive Behavior Support Project

6. Self-discipline in Correction
Strategies and techniques for correction promote individual responsibility for one’s behavior.
Teach students problem solving strategies that they can use to help prevent the behavior from recurring.
Encourage reflection upon the impact of their behavior on self and others.
Correction is also an opportunities to help students develop self-discipline
Support students to accept responsibility for one’s behavior.
For example, when correcting misbehavior, teachers ask themselves,
“What am I doing to help develop thoughts, feelings, and social skills associated with more appropriate behavior?”
Teachers/admin can support problem solving as well as reflection upon the impact of their behavior on self and others
Delaware Positive Behavior Support Project

7. . Think about current referral process . . .
How long do ODRs take to get processed? Do staff receive feedback?
Who enters ODRs?
Who has access to reports?
What strategies are done before sending a student out of the room?
What strategies are used after an ODR?

8. Strategies to Support the Referral Process
Consistent and judicious enforcement of rules
Awareness of rules and policies
Classroom vs. Office Managed
Referral Form Components
Defining Form Fields
Strategies:
Consistent and judicious enforcement of rules. Rules and disciplinary procedures are followed consistently, but also in a flexible and judicious manner that allows for consideration of the circumstances involved, (e.g., as appropriate consideration is given for the student’s age, intentions, and history of behavior problems). There is a continuum of consequences and the harshness of those consequences correspond proportionally to the nature of the offenses (e.g., office disciplinary referrals or removal from the classroom is not used for minor behavior problems; suspensions are used only for serious behavior problems).
Awareness of rules and policies. All school staff, students, and parents are informed of school rules, consequences, and due process rights. At the classroom level, students are aware of the classroom rules and are reminded of such, as appropriate, throughout the school year.
NEXT -
Next 3 points have their own slides
Delaware Positive Behavior Support Project

9. Classroom vs. Office Managed
Staff should know what problems are office-managed and what problems are classroom–managed
How is this documented?
Referral form
Flow chart
Handbook
How is this shared?
Do staff receive feedback in a timely manner?
Example Section – Page (courtesy of Harlan Elementary a few years back)
-Staff know which behaviors are major and which are minor offenses
Not that this would happen in your school, but 1 staff member sends students to the office for not having a pencil, and another teacher will wait to send anything to the office until there is blood shed. I’m not one to say right or wrong, but you want it to be consistent. Is it expected by all administration and staff that nothing but blood is referred?
Think about it:
How is this documented?
Referral form
Flow chart
Handbook
How is this shared?
Do staff members receive feedback from the office disciplinarian about office referrals? (Follow up from administration when behaviors are sent that should be classroom managed)
Delaware Positive Behavior Support Project

10. General Procedure for Dealing with Problem Behaviors
Observe problem
behavior
Find a place to talk
with student(s)
Is the behavior
major?
Ensure safety
Problem Solve
Determine
consequence
Write referral &
Escort student to
office
Problem solve
Follow procedure
documented
Etc.
Follow documented
procedure No
Yes
Flow chart example
Determine if behavior is MAJOR vs. MINOR – then what?
Consistent procedures?
Procedure for dealing with program behaviors: Workbook section – page 43
NOTE: problem solving is part of major and minor behavioral interventions
Adapted from procedure 2.0 A. Todd U of Oregon
Delaware Positive Behavior Support Project

11. Referral Form Components
Comprehensive yet easy to complete referral form will support clean data
Clear distinction between problem behaviors that staff manage themselves rather than sending the office.
There a set of definitions that clearly define all categories on the office discipline referral form.
When talking about data – remember clean data in and clean data out –
Clean data starts with a comprehensive yet easy to complete referral form
Major vs. Minor
Delaware Positive Behavior Support Project

12. Ideal Referral Form Components
Student Name
Date
Time of incident
Grade Level
Referring Staff
Location
Problem Behavior
Possible Motivation
Others Involved
Administrative Decision
Other
Workbook section : Page 44 – ODR form compatibility checklist
Think: Is our form comprehensive? Easy to complete?
Remember to use checkboxes whenever possible and minimize writing which can be subjective.
Delaware Positive Behavior Support Project

13. Defining Behaviors – Minor Examples
Minor Behaviors
Definition
Inappropriate verbal language
Student engages in low intensity instance of inappropriate language
Defiance/ disrespect/ non-compliance
Student engages in brief or low-intensity failure to respond to adult requests
Tardy
Student arrives at class after the bell (or signal that class has started).
Are the areas of the Referral Form clearly defined for everyone?
Tardy: How is “Tardy” defined in your school?
Example: Student arrives at class after the bell (or signal that class has started).
This is an area that w/in a school staff can define differently so GET ON THE SAME PAGE. What is late at this school/class?
Student not in seat at bell?
Student not in room at bell?
Delaware Positive Behavior Support Project

14. Defining Behaviors – Major Examples
Major Behaviors
Definition
Disruption
Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.
Harassment/Bullying
Student delivers disrespectful messages (verbal or gestural) to another person that includes threats and intimidation, obscene gestures, pictures, or written notes.
Disrespectful messages include negative comments based on race, religion, gender, age, and/or national origin; sustained or intense verbal attacks based on ethnic origin, disabilities or other personal matters.
Especially important to talk about the “fuzzy” behaviors. - Such as Disrespect
Harlan Major vs Minor example also includes definitions of behaviors.
Delaware Positive Behavior Support Project

15. Defining Location Hallways
Areas designated for passing from one activity/ class to another
Common Areas
Areas shared by students and staff for specific activities.
Bus Area
The area used for bus loading and unloading.
Think about other areas of the referral form as well. What needs defining –
Location example
Others involved
Delaware Positive Behavior Support Project

16. Discipline Plan Action Steps
Is our referral form compatible?
Are the referral form fields defined?
Is it clear which behaviors are referred to the office vs. classroom managed?
Do we have a documented system for dealing with behavioral violations that does not focus only on the use of punishment?
Pg. 44 in yellow participant workbook
Delaware Positive Behavior Support Project