1. Teresa Vance NCSP, School Psychologist, PBIS Coach Bess Colpron Certificated K-8 Teacher, PBIS Coach

2. “Chris referred to another student as a ‘half-breed.’” “Calling a teacher a ‘Muggle.’” “For yelling ‘That’s Mahogany!’ when a student dropped a book on a desk.”

3. Defined school-wide expectations (common area/classroom) Safe, Respectful, Responsible ALL staff contribute to building expectations Teaching defined school-wide behavior expectations Expectations fairs, videos, jeopardy Acknowledgement systems Acknowledgement vs. Rewards Prizes vs. Privileges Social Emotional Learning (Tier I/Core Instruction) Stop and Think, Steps to Respect, Second Steps Use data to influence decision making SWIS Minor/Major Forms, corrective response system

7. it is a logical next step to define expectations of your staff.

10. Major Behaviors that result in significant safety concern, defiance or disruption and require instant removal to office Problem BehaviorsDefinitionExamples Fighting/Physical Aggression Intentional actions involving serious physical contact where injury occurred  Student engages in actions involving serious physical contact where injury occurred (fight)  Throwing a large or sharp item at someone with the intent to hurt (throwing a chair or scissors across the room) Overt Defiance or Disrespect Extended Disruption Verbal refusal to follow adult directions, arguing with teacher and/or using profanity Disruptive behavior that compromises classroom instruction (sustained yelling, throwing materials, or out of seat behavior)  After being told to do something, student replies with profanity directed towards staff  Running away, outside building or classroom  Refusal to work with other students due to race, gender, culture, religion, etc. (and student has verbally indicated this) Harassment The delivery of disrespectful messages in any format related to gender, ethnicity, sex, race, religion, disability, physical features, or other protected class  One student says “I’m going to kill you” to another student or staff member and it is related to a protected class  Non-verbal/unwanted sexual gestures directed at another student  Use of racial slurs and other discriminatory or derogatory words either verbally or in writing  Student exposes genitals to another student or removes another student’s clothing exposing skin or undergarment Bullying The delivery of direct or technology based messages that involve intimidation/threats, teasing/name calling, spreading rumors/gossip, exclusion, or physical bullying  One student says “I’m going to kill or hurt you” to another student or staff member (consider age of student)  One student threatens to physically hurt another student during or after school  Bullying report reveals a safety concern Technology violation Student engages in inappropriate (as defined by school) use of cell phone, camera, or computer  A student types or searches for dangerous words or pictures on the computer that could potentially pose a safety threat to self or others Weapons Arson/Explosives Student is in possession or has indicated the potential to be in possession of knives or guns (real or look alike), or other objects readily capable of causing bodily harm Student is in possession of substance/object capable of causing bodily harm and damage to school property (matches, lighter, firecrackers, gasoline, etc.)  Threat or report of harm with real or pretend weapons (consider age of student)  Bringing and showing weapons or materials used with a weapon  Student draws a violent picture  Playing with matches/lighter or lights a fire  Describe a plan of arson Drugs/Alcohol/Tobacco Student is in possession of or is using illegal drugs, alcohol or tobacco.  Students bring illegal drugs, alcohol or tobacco, or paraphernalia to school

11. 1.Use sticky notes to write down 6 student behaviors you see in your buildings. 2.When you are finished, separate those behaviors into minor and major behaviors. 3.Put sticky notes on the chart paper in the designated parking lot

12. Minors Disrespect Defiance Disruption Physical Contact/Physical Aggression Tardy Inappropriate Language Property Misuse Dress Code Violation Technology Violation Other Majors Defiance/Insubordination/Non-Compliance Physical Aggression Disruption Disrespect Abusive Language/Inappropriate Language/Profanity Tardy Skip Class Harassment Bullying Fighting Inappropriate Location/Out of Bounds Area Truancy Forgery/Theft/Plagiarism Technology Violation Property Damage/Vandalism Lying/Cheating Dress Code Violation Inappropriate Display of Affection Use/Possession of Tobacco Use/Possession of Drugs Use/Possession of Combustibles Use/Possession of Alcohol Gang Affiliation Display Bomb Threat/False Alarm Arson Other Behavior

13. They have to work for your staff Think about removing “unknown” as an option Make sure everything on your form has a purpose Alignment with SWIS

16. Does a major referral always have to result in removal from the classroom?

17. Introduction and Refresher Students have multiple chances to correct behavior Students come to school lacking behavior skills Understanding importance of each element on the form Teach them what data SWIS can provide them Walk through staff expectations Limit narratives Most information is already given in the pre-checked boxes Confidentially, NO student names, use “peer” or “student”

18. Administrator who is not afraid to challenge minor/majors Ask tough questions, is this really a minor or a major? Give forms back to people who do not fill them out completely Share the data during PLC’s and Tier meetings Staff ends up holding each other accountable

19. 1.You have been given six previously submitted referral forms 2.Using the information we just discussed, please read over the forms and decide which category you would place them in? 3.Categories: Minor Behavior/Major Behavior/ Re-teaching opportunity

20. Correcting previous mistakes to generate authentic data

29. Have 3 R's posted in classroom Have Think Time steps visual in classroom Have a stop and think card Have a thinking spot Have a time out desk Have Debrief forms Have a classroom expectations matrix Have a copy of Minor/Major definitions

30. Minor and Major forms needed revision Conflicting information between minor and major definitions and corrective responses No Classroom Expectations Matrix taught and posted No Corrective Response system taught and posted

34. Be open to constant revision Don’t take things personally PBIS is a culture change that takes time

35. Teresa Vance teresa.vance@vansd.org Bess Colpron bess.colpron@vansd.org