Title Slide - Mn Pbis

Title Slide - Mn Pbis

PBIS Team Training 4B Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Thank you to Midwest PBIS Network, Mid-Atlantic PBIS Network, Missouri Schoolwide PBS, Virginia Dept of Ed PBIS, and other National Partners for their contributions Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Learning Expectations EXPECTATION Be Responsible Be Respectful Be Engaged BEHAVIOR

Make yourself comfortable Take care of your needs (water, food, restroom, etc.) Action plan to implement what you are learning Follow through on your action items Turn cell phones off or to vibrate Listen attentively while others are speaking Have only the training materials up on your computer/tablet/phone Ask what you need to know to understand and contribute Contribute to the group by sharing relevant information and ideas Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Organization of Modules Content: Aligned to TFI Items 1.1 1.15 and Classroom Management Practices Activities/Team Time:

Activities for Fluency Self-Assessment: Tiered Fidelity Inventory Action Planning: Applying the core content to your school Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Tier 1: Professional Learning Roadmap TFI Sub-Scale: Team TFI 1.1 TFI 1.2 Team Composition Team Operating Procedures TFI Sub-Scale: Implementation TFI Sub-Scale: Evaluation TFI 1.12 TFI 1.13 TFI 1.14

TFI 1.15 Discipline Data Data-based Decision Making Fidelity Data Annual Evaluation TFI 1.3 TFI 1.4 TFI 1.5 TFI 1.6 TFI 1.7 TFI 1.8 TFI 1.9 Behavioral Expectations Teaching Expectations Problem Behavior Definitions Discipline Policies Professional Development Classroom Procedures Feedback and Acknowledgement TFI 1.10 Faculty Involvement TFI 1.11 Student/Family/Community

Involvement Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) TFI 1.5 & 1.6 Purpose & Outcomes Purpose: Prepare and plan for facilitating implementation of effective discipline procedures Outcomes: 1.5 Problem Behavior Definitions: School has clear definitions for behaviors that interfere with academic and social success and a clear policy/ procedure (e.g., flowchart) for addressing office-managed versus staff-managed problems 1.6 Discipline Policies: School policies and procedures describe and emphasize proactive, instructive, and/or restorative approaches to student behavior that are implemented consistently Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Definition Disciplinary policies and practices are part of a cohesive behavior support system within a school.

Discipline is a complementary system to expectations and acknowledgements. Effective discipline includes opportunities for students to LEARN and PRACTICE appropriate behaviors through an instructional approach. Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Rationale for Discipline Definitions and Policies Clearly defined procedures support consistency with responding to behavioral infractions. Consistency creates the conditions for increased structure, feelings of safety, and a positive learning environment. Differentiating between behaviors addressed in the classroom, versus those addressed by administration, can: improve consistency within the classroom provide more meaningful information for problem solving increase instructional minutes free up administrative time spent on discipline. Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6)

Responsibility for Behaviors Behavioral Examples Classroom-managed Office-managed (minor) (major) Involve opportunities for teachable moments and minimizing interruption to instruction Involve school and student physical and emotional safety Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Classroom or Office Managed? Tardy to class? Not prepared? Aggressive Language? Electronic Devices? Touching?

Gambling? Dress code? Chronic minors? Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) How does your school/district differentiate between classroom and office managed behaviors? Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Defining Behaviors The SWIS developers have definitions for problem behaviors that can be used by anyone. The definitions are clear, observable, and can be measureable. Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Minor Examples

(develop by SWIS) Day 4 Problem Behavior Definitions & Discipline Policies (TFI See Workbook 1.5 & 1.6) Major Examples (developed by SWIS) Day 4 Problem Behavior Definitions & Discipline Policies (TFI See Workbook 1.5 & 1.6) T-Chart School Example Teacher Managed Behavior (Minor) 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 Disrespect Disruption Defiance Office Managed Behavior (Major)

Attendance/Tardy Vandalism Substances Weapons Profanity directed at Adults Fighting Verbal/Physical intimidation Major stealing Cutting school Wanderers Gang Related Activity Chronic Dress Code Violation Harassment (including sexual) Disrespect Disruption Defiance Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6)

T-Chart School Example Teacher Managed Behavior (Minor) 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 Disrespect Disruption Defiance Office Managed Behavior

(Major) Attendance/Tardy Vandalism Substances Weapons Profanity directed at Adults Fighting Verbal/Physical intimidation

Major stealing Cutting school Wanderers Gang Related Activity Chronic Dress Code Violation Harassment (including sexual) Disrespect Disruption Defiance What about these examples? Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Example of a School Reviewing their Major ODR Data Infraction Notes Disruption Refusal to do work, throw paper

Disruption Refusal to do work, cry, pout, stomp Disruption Off task, refusal Disruption Arguing with teacher Disruption Prohibited teaching and learning Disruption Playing, throwing water Disruption Off task Disruption

Throwing paper, yelling, hitting, crawling Disruption Following directions, playing, off task Disruption Not following directions Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Analysis of Data on Disruption: What does Disruption look like and sound like? Classroom-managed Office-managed Refusal to do work Disruption escalated into a physical or verbal

confrontation Argue with the teacher Minor actions repeated to the point of an unteachable learning environment Calling out Tapping pencil/objects Talking to others Unnecessary movement (out of seat/fidgeting) Touching others Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Completing T-charts with Staff T Chart for All Behaviors 1. List all Minor Behaviors (Classroom managed) on one side Workbook: TFI 1.5, 1.6

Activities 1 & 2 2. List all Major Behaviors (Office managed) on the other side 3. Finalize the list and definitions 4. Provide additional examples for any behaviors that are listed as both Minor and Major. Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) When everyone handles infractions with instructional correction procedures, students learn that what happens when they misbehave is procedure not personal. ~Bob Algozzine Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) How Do You Respond?

Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Why Focus on a Continuum of Strategies to Respond to Inappropriate Behavior? What is the single most commonly used but least effective method for addressing undesirable behavior? The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold and berate a student (Albetro & Troutman, 2006). Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Consistency is key, not severity It is less important what the consequence is, than that something is reliably done. How staff respond or what consequence is used is less important than the certainty that something will be done, even something relatively brief such as

redirection or re-teaching. Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) School Sign Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Where do you document the process and practices for how staff prevent and respond to problem behaviors? SA LE P M Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Develop a Continuum of Strategies to Respond to Inappropriate Behavior

Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Definitions of Strategies If time permits, discuss these definitions from the next two slides with your shoulder partner, and consider if 1)if any should be included on your schools discipline flowchart, and 2) PD required to ensure all staff implement those strategies with Ignore student behaviors when their motivation is attention, fidelityPlanned and continue instruction without stopping Ignoring Physical Using teacher proximity to communicate teacher awareness, Proximity caring, and concern Signal/Non- Teacher gestures to prompt a desired behavior, response, or Verbal Cue adherence to a classroom procedure and routine. Direct Eye The teacher look to get attention and non-verbally prompt a Contact student Praise (BSPS) the correct behavior in another student or group, and the Appropriate Identify use behavior specific praise to remind all students of the Behavior in rule/expectation.

Others the desired behavior as described on the teaching Redirect Restate matrix Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Definitions of Strategies (cont) Support for Identify and install a classroom routine to prevent the Procedures/ problem behavior. Provide a booster for a routine already in Routine place. and demonstrate the matrix behavior. Have the student Re-teach State demonstrate. Provide immediate feedback. one behavior and not another. For example Differential Reinforcing reinforce the positive behavior while ignoring the students Reinforcement inappropriate behavior. Specific and directions that prompt or alert the student to stop the Content Error Specific undesired behavior and to engage in the desired behavior

Correction Give choice to accomplish task in another location, about the order of task completion, using alternate supplies to complete Provide Choice the task or for a different type of activity that accomplishes the same instructional objective. Choices should lead to the same outcome. Conference with Describe the problem. Describe the alternative behavior. Tell Student why the alternative is better. Practice. Provide feedback. Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Specific and Contingent Error Correction Definition Error correction is an informative statement provided by a teacher or other adult following the occurrence of an undesired behavior. It is: Contingent - occurs immediately after the undesired behavior Specific - tells the learner exactly what they are doing incorrectly and what they should do differently in the future Brief- after redirecting back to appropriate behavior, move on. Day 4 Problem Behavior Definitions & Discipline Policies (TFI

1.5 & 1.6) Goals of Specific and Contingent Error Correction Interrupt the problem behavior and engage the students in the expected behavior Ensure the students exhibit the expected behavior in future occurrences of similar situations Avoid escalation of the problem behavior (Colvin, 2010) Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Error Correction: NonExamples How many times do I have to tell you to work quietly? Didnt I just tell you to get your work done? Why are you talking when Im talking? Do you want me to send you to the office? Whats going to happen if I call your mother? What do you think youre doing? Dont you think you should be using your time

Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) better? Set the tone Responses to inappropriate behaviors are always: 1. Calm 2. Consistent 3. Brief 4. Immediate 5. Respectful Ive Ive come come to to aa frightening frightening conclusion conclusion that that II am am the the decisive decisive element element in in the the classroom. classroom. Its Its my

my personal personal approach approach that that creates creates the the climate. climate. Its Its my my daily daily mood mood that that makes makes the the weather. weather. As As aa teacher, teacher, II possess possess aa tremendous tremendous power power to to make make aa childs childs life

life miserable miserable or or joyous. joyous. II can can be be aa tool tool for for torture torture or or an an instrument instrument of of inspiration. inspiration. II can can humiliate humiliate or or humor, humor, hurt hurt or or heal. heal. In In all all situations,

situations, it it is is my my response response that that decides decides whether whether aa crisis crisis will will be be escalated escalated or or de-escalated de-escalated and and aa child child humanized humanized or or dehumanized. dehumanized. ~Haim ~Haim Ginott Ginott

Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Steps to Specific and Contingent Error Correction: Practice: Come up an a sample Error Correction statement that includes all steps above and is brief! Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Add a Continuum of Strategies to your Discipline Flowchart Workbook: TFI 1.5, 1.6 Activity 3 What effective strategies are currently in place for responding to a minor/teacher managed behavior problems in your school? 1. Identify your continuum of strategies o Include prevention strategies o Include re-teaching and other classroom management

practices 2. Add your continuum to the flowchart to document the process for responding to behavior. o Avoid 3 minors equals a major logic Day 4 Problem Behavior Definitions & Discipline Policies (TFI 3. What about minors? 1.5 & 1.6) What is the purpose of the office discipline referral form? Is it used as an intervention? Is it used to collect data? Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6)

What happens if a student needs to be referred to the office? e l Officep Procedures for Discipline Referral Do you complete an office m referral electronically? S1.a Write pass or escort student to office Do you complete an office referral on paper? What is the procedure for getting a student to the office (call to office, student goes to the office)? Whats the administrators disposition and is it communicated to referring teachers?

2. Teacher Complete Time out of Class Form 3. Administrator assesses, problem solves 4. Objective: Teach, learn, return to academic instruction as quickly as possible 5. Strategies: Practice behavior expectations Re-Teach in setting Problem-solving team Conference with families Restorative practice strategies including Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Considerations for Consequences

Workbook TFI 1.5, 1.6, Activity 4 Workbook TFI 1.5, 1.6, Activity 5 1. In small groups, read and discuss the statements on considerations for consequences in your workbook. 2. Discuss with the full table how your team can use this activity with all staff 1. Review the examples of alternatives to suspension. 2. Identify alternatives in place at your school to add to Peterson, R. L. (2005). Ten alternatives to

your discipline suspension. Impact: Feature Issue on Fostering Success in School and Beyond for Students With flowchart. Emotional/Behavioral Disorders, 18(2). https://ici.umn.edu/products/impact/182/over5.html Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Add a process for Major Discipline Referrals to your Discipline Flowchart What practices are in place for how school administration responds to a major discipline referral? 1. Identify your office process and practices o Include prevention strategies o Include re-teaching and other educational approaches to discipline

2. Add your process for Major ODRs to the flowchart Workbook: TFI 1.5, 1.6 Activity 7 Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Office Procedur es and Practice s Do your data collection tools have all the information to make data-informed decisions? Students Name Date Time of Incident Location of Incident Students Teacher Students Grade Level Referring Staff Others Involved

Problem Behavior Possible Motivation What was happening before the behavior (antecedent)? Possible consequences Administrative Decision Other Comments Workbook: TFI 1.5, 1.6 Activitiy 6 Day 4 Problem

Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Time Out of Class Form m a S e l p Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Your Referral Form Does it collect all of the info needed? Does everyone know where to find them? Does everyone know how to fill them out? Just the facts No previous info (yesterday, a week ago, etc.) No opinions Day 4 Problem Behavior Definitions & Discipline Policies (TFI

1.5 & 1.6) Create Your Office Referral Form Workbook: TFI 1.5, 1.6 Activity 7 Review Constructing your Office Referral resource in the workbook Review sample data collection tools for office-managed (major) Review your current office discipline referral and identify data fields to add Identify when and how you will provide support staff to use data

collection tools Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) TFI 1.5 & 1.6 Problem Behavior Definitions & Discipline Policies SELF-ASSESSMENT 1. Complete TFI item(s) 2. Assess additional action items at end of module ACTION PLANNING 1. Add action items to Action plan 2. Plan for PD 3. Add to your Staff Presentation PPT Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) TFI Self-Assessment TFI Features

Possible Sources Criteria 1.5 Problem Behavior Definitions: School has clear definitions for behaviors that interfere with academic and social success and a clear policy/ procedure (e.g., flowchart) for addressing office-managed versus staffmanaged problems Staff handbook Student handbook School policy Discipline flowchart 1.6 Discipline Policies: School policies and procedures describe and emphasize proactive, instructive, and/or restorative approaches to student behavior that are implemented consistently Discipline policy Student handbook

Code of conduct Informal administrator interview 1.8 Classroom Procedures: Tier I features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with schoolwide systems. Staff handbook Informal walkthroughs Progress monitoring Individual classroom data 0 = No clear definitions exist, and procedures to manage problems are not clearly documented 1 = Definitions and procedures exist but are not clear and/or not organized by staff- versus office-managed problems 2 = Definitions and procedures for managing problems are clearly defined, documented, trained, and shared with families 0 = No process for teaching staff is in place

1 = Process is informal/unwritten, not part of professional development calendar, and/or does not include all staff or all 4 core Tier I practices 2 = Formal process for teaching all staff all aspects of Tier I system, including all 4 core Tier I practices 0 = Classrooms are not implementing Tier I 1 = Classrooms are informally implementing Tier I but no formal system exists 2 = Classrooms are formally implementing all core Tier I features, consistent with school-wide expectations Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6) Reflection 1. Identify action items below needed for full implementation 2. Add action items to the Action Plan in your workbook 3. Add completed items and artifacts to the PPT Overview for your school TFI Action Item 1.5 Engage staff in facilitated process to define behaviors and differentiate between

office-managed and classroom-managed behavioral examples Create a narrative and/or flowchart to establish discipline procedures Develop data collection forms for office-managed and classroom-managed behavioral examples and plan for training staff Ensure data form fields exist for meaningful decision-making Define a continuum of appropriate instructional responses to office-managed and classroom-managed behavioral examples Identify school policies and procedures that describe and emphasize proactive, instructive, and/or restorative approaches to student behavior that are implemented consistently. Procedures exist for tracking classroom behavior problems Classrooms have a range of interventions for problem behavior that are documented and consistently delivered. 1.5 1.5 1.5 1.5 1.6 1.8 1.8 (Not In Place; Partially; Fully In Place ->) Day 4 Problem Behavior Definitions & Discipline Policies (TFI

1.5 & 1.6) NI PI FI Appreciation is given to the following for their contributions to this Professional Learning: Day 4 Problem Behavior Definitions & Discipline Policies (TFI 1.5 & 1.6)

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