1. 1 Effective Procedures for Dealing with Problem Behaviors

2. 2 Part 1: Developing Appropriate Definitions of Problem Behaviors

3. Data System Referral Form Referral Process Establishing a Data-based Decision-making System Definitions

4. 4 Appropriate Definitions of Problem Behaviors What one teacher may consider disrespectful, may not be disrespectful to another teacher. For that reason, problem behaviors must be operationally defined.

5. 5 Appropriate Definitions of Problem Behaviors Clear set of definitions for all categories on the office discipline referral form exists and is in line with the SWIS definitions Once behaviors are defined, all faculty, staff, administration, students and families will need to be trained on the definitions

6. 6 Definitions of Problem Behaviors All problem behaviors are covered and none of the definitions overlap Consistent definitions make data collection much more accurate and reliable The addition of minor problem behaviors assists in the summary of minor infractions

7. 7 SWIS Compatible Definitions A complete list of problem behaviors, as well as, locations, possible motivations, others involved, and administrative decisions are all operationally defined on the SWIS web-site ( www.swis.org ) and also in the example section-

8. 8 Part 2: Developing Behavior Tracking Forms

9. 9 Data System Definitions Referral Process Establishing a Data-based Decision-making System Referral Form

10. 10 Characteristics of a SWIS Compatible Referral Form A clear distinction must exist between problem behaviors that are staff-managed (minor) versus problem behaviors that are office-managed or crisis (major)

11. 11 Major Discipline Incidents Defined Discipline incidents that must be handled by the administration. These may include but are not limited to: physical fights, property damage, drugs, weapons, tobacco, etc. Purpose Once problem behaviors are operationally defined, it is essential that the team distinguish the major discipline incidents from the minor to determine the appropriate consequence

12. 12 Minor Discipline Incidents Defined Discipline incidents that can be handled by the classroom teacher and usually do not warrant a discipline referral to the office*. These may include but are not limited to: tardiness to class, lack of classroom material, incomplete classroom assignments, gum chewing, etc. Purpose To determine appropriate consequence and where the consequence should be delivered * These incidences are still tracked but the consequence is delivered in the classroom

13. 13 Emergency or Crisis Incidents Defined* Discipline incidents that require immediate response from administration and/or crisis response team. These incidences may cause short-term change to a school’s PBIS Plan and may include, but are not limited to: bomb threats, weapons alerts, intruder, fire evacuations, etc. *These incidents do not necessarily result in an ODR Purpose Maintain order and safety during emergency situations * Each school is urged to consult their district and school policies for emergency/crisis incidents

14. 14 Part 3: Office Discipline Referral Forms & Classroom Behavior Tracking Forms

15. 15 Office Discipline Referral (ODR) Forms Be sure to answer the following 5 questions on each referral form: –Who, Why, What, When & Where? Clarity on the referral form takes the guess work out of the data entry person’s job Data will be more reliable and accurate as judgement calls are minimized

16. 16 Characteristics of a SWIS Compatible Referral Form Student’s Name Date Time of Incident Student’s Teacher (optional) Student’s Grade Level Referring Staff Location of Incident Problem Behavior Possible Motivation Others Involved Administrative Decision Other Comments No more than 3 extra info.

17. 17 Developing the ODR Challenges: The form is not filled out correctly Solutions: Re-train faculty or return to faculty to fill out completely before processing

18. 18 Goal of the Tracking Form Collect data that are necessary to identify effective ways of changing inappropriate classroom behavior (minor) before it results in an office discipline referral (major)

19. 19 Classroom Tracking Forms Classroom behaviors take up considerable amounts of teacher time that could be better spent on instruction Forms assist in identifying the pattern of behavior and determining interventions that will be most effective for the student(s)

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22. 22 Guidelines When does a recurring behavior become a major? Same behavior (3 minors = 1 major) From one particular teacher Suggested time frame ( 3 minors within 4 weeks) Used as a tool to identify patterns of behavior When are the behaviors occurring? (math, transition) What are the recurring behaviors? What are the classroom interventions that have been used? Are these interventions working or does something else need to be utilized? Why is the behavior occurring? (motivation, example: Johnny rips up his math sheet and is given time out and gets out of his work. He always gets to avoid doing his math work)

23. 23 Part 4: Developing a Coherent Office Discipline Referral Process

24. 24 Data System Definitions Referral Form Establishing a Data-based Decision-making System Referral Process

25. 25 Office Discipline Referral Process Evaluate current discipline process and procedures Is the discipline referral process meaningful and effective? Identify whether teachers are following the current plan for completing referrals Interview teachers on their perceptions regarding the school’s responsiveness to problem behavior

26. 26 Discipline Referral Process The next step in establishing a data-based decision-making system is to insure that a school has a predictable and coherent Discipline Referral Process. This process must be defined, taught, and agreed upon with all staff, and must include definitions for: ― major discipline incidents ― minor discipline incidents ― emergency or crisis incidents ― a continuum of discipline procedures

27. 27 The Completed Office Discipline Referral Process Contains definitions of: major discipline incidents, minor discipline incidents, crisis incidents, a continuum of discipline procedures Can be summarized in a narrative or graphic form Is presented to all staff for approval Is trained to all staff

28. 28 2 nd Offense (Same behavior) Complete Tracking form Intervention Behavior ceases. No further action Write Referral (Attach minor incident forms if applicable.) Send the student with the referral to Room 1. 4 th Offense (Same behavior) Follow Referral Procedure Behavior ceases. No further action a) Copy of referral and/or letter sent to the parent b) School retains copies c) Copy of referral to (how given to teacher?) teacher for files (when?…time frame?) Administration determines course of action or consequences Behavior ceases. No further action 3 rd Offense (Same behavior) Complete Tracking form Intervention Contact Parent IS THE INCIDENT MAJOR? Verbal Warning. Restate Expectation/rule NO YES Middle School DISCIPLINE FLOW CHART

29. 29 OBSERVE BEHAVIOR IS BEHAVIOR MAJOR? PROBLEM SOLVE TEACHER DETERMINES INTERVENTIONS/CONSEQUENCES COMPLETE MINOR INFRACTION INCIDENT REPORT FORM & SEND HOME FOR PARENT SIGNATURE FILE IN TEACHER’S BLACK BEHAVIOR BOX WRITE OFFICE REFERRAL & DELIVER TO THE OFFICE ADMINISTRATOR DETERMINES OUTCOMES/CONSEQUENCES IS CRISIS RESPONSE NEEDED? IMPLEMENT CRISIS PLAN NOTIFY CRISIS TEAM NO YES NO YES IS THIS THE 4 TH INCIDENT OF THE SAME TYPE WITHIN 1-2 WEEKS Elementary School