PBIS Year 2 Day 3

Feeding on new information just for YOU

Year 2 Tier 2

Continuum of Consequences

How would you respond?

______Student is fighting. ______ Student continues to chew gum in class after 2 redirections to spit it out. ______Student takes supplies from teacher’s desk without permission. ______Student audibly mumbles “I hate this damn class!” ______Student A trips Student B. Student B falls and gets a nose bleed. ______Student cheats on a test. ______Student doodles in pen in a text book. ______Student sleeps in class (third time this week).

1 2 3 4 5 6 7 8 9 10Ignore Behavior Prompts Consequences Office Referral

Our discipline strategies are built on our beliefs…

Consensogram

 • Indicate the degree to which you agree with the

following statements,• Using 0 as the strongest disagreement• And 100 as the strongest agreement.

0 100

strongest disagreement strongest agreement

To what degree do you believe that students are doing the best that

they can with the behavior knowledge and skills that they

have?

0 100

strongest disagreement strongest agreement

To what extent do you believe that a student’s behavior is a way of communicating something they

need?

0 100

strongest disagreement strongest agreement

To what degree do you believe that students who misbehave can

learn a new, appropriate way to behave?

0 100

strongest disagreement strongest agreement

To what degree do you believe that if we change the situational

triggers, a student may behave more appropriately?

0 100

strongest disagreement strongest agreement

To what degree do you believe that if we teach a student social and

emotional skills, that student might learn how to behave more

appropriately?

0 100

strongest disagreement strongest agreement

BUILT ON OUR BELIEFS…

STAFF KNOWLEDGE

All staff need to know how they are supposed to deal with student misbehavior

What should I handle on my own?

When should an administrator be involved?

When should we meet to create an individual plan for a student?

The effectiveness of office referral as a correction may be weakened.

• Administrators are overwhelmed, so they simply “process” students instead of solving the problems that led to the misbehavior.

• Staff may feel they are “handing off” referred students.

• Staff may feel administrator is inconsistent and/or lenient.

Plan for Dealing with Discipline Problems

• Establishing a 3-level System for Responding to Misbehavior

• Reaching Staff Consensus on Level 3 Misbehaviors

• Implementing a System for Documenting and Monitoring Level 2 and 3 Misbehaviors

When defining the 3 categories of infractions…The nature of both the student behavior

and the required adult response need to be considered.

Level 1 (mild) Infractions

• Definition – minor misbehaviors that can be adequately corrected at the time they occur and do not require documentation

• Adult response – Staff corrects the student at the time, in the setting.

Level 2 (moderate) Infractions

• Definition – Misbehaviors that don’t require immediate administrative involvement but do require documentation because: o Reporting staff has assigned a school-wide correction that

involves other staff (detention)o Reporting staff wants administrative input on the incident

(teasing v. harassment)o Reporting staff feels administrator should have a record of

the situation (Level 1 becoming chronic)• Adult response – Staff corrects student at the time and/or

assigns a school-wide correction, and completes an incident report form that goes to the office.

Level 3 (severe) Infractions

• Definition – Serious misbehaviors that require immediate administrative involvement (office referral) and written documentation. Illegal behaviors, behaviors that threaten physical safety or adult authority (MUST HAVE CONSENSUS!)

• Adult response – Staff sends the student to the office or calls for help to remove the student, and completes an incident report form that goes to the administration.

Brainstorm at your table . . .

What are the advantages of having a system of Three Levels to respond to misbehavior.

Reaching Consensus on Level 3 Misbehaviors

Level 3 misbehaviors are defined in advance

• Illegal acts- Staff MUST report these!

• Physically dangerous acts – Pose a threat to physical safety (staff judgment)

• Acts of defiance – Overt, immediate refusal to comply with a reasonable adult directiono Direction was clear, observableo Direction was immediateo Direction was given 3 times (serious, written)

Possible Administrative Additions to Level 3 Infractions

• Code of Conduct violations

• Violations of district, state, or federal mandates (bullying)

• Others that administrator believes should be added? Ask your administrator…

Suggested Activities• Have a staff discussion on

categorizing misbehavior into mild, moderate, and severe levels.

• Get staff suggestions about Level 3 behaviors (no more than 30 minutes!)

• Present different scenarios about student misbehavior.

• Ask staff to spend time before next meeting to think about Level 3 behaviors.

Implementing a System for Documenting and

Monitoring Level 2 and 3 Misbehaviors

Develop an Incident Report Form to Document Level 2 and 3

• Reflects staff agreements• Important features

o List the Level 2 and 3 behaviors agreed upon

o Action taken for a Level 2o Administrative action taken for a Level

3o School-wide rules or guidelines for

success

Other considerationsDecide who else should receive a copy of the form (administrator, reporting staff…)Have a few staff field-test the form before it is submitted to faculty for adoptionProvide training on how to use this form for all staff (once it is adopted)

This form enhances communication when…• Administrator deals with Level 3 ASAP and lets

reporting staff know actions taken!• Administrator reviews Level 2 incident reports

ASAP and follows through on reports as needed• Staff feel comfortable suggesting to

administrators that repeated Level 2=chronic which needs collaborative staff plan for the student

• Homeroom teachers of students with Level 2 or 3 reports are supportive of both the students and reporting staff.

Incident reports should be entered into a database.

• PBS Team should review incident report summaries monthly.

• Examine data for trends and patterns.

• Use data to identify and/or confirm improvement priorities.

• Summary data should not be presented on individual teachers or students, though this info needs to be collected and analyzed.

Suggested Activities• Develop a new incident

report (referral) form that reflects staff agreements on the levels of student misbehavior, esp. Level 3

• Have a few staff field-test the form. Modify it if needed

• Present new incident form to entire staff for adoption or rejection.

• Have a data system

Define Procedures for Level 1

• Staff should not expect any other staff to take additional action

• Staff should treat the misbehavior as a Level 2 if he/she:o Assigns a school-wide correction

(detention)o Wants administrative input about

the situationo Believes administrator should be

aware of situation

Menu of appropriate staff responses to Level 1 misbehaviors

• Gives staff flexibility • Provides administrative support for staff action

takeno Use responses administration supportso Corrections assigned only by administrators should not

be on the menuo No academic or humiliation!

Classroom               Common AreaCorrections              Corrections• Give a gentle reprimand• Use Proximity Correction• Keep a record of the

behavior• Assign time owed

(recess, after school, after class)

• Assign time out at desk• Assign time out in another

location in classroom• Assign time out in another

classroom• Student fills out a

Behavior Improvement Form

• Require restitution 

• Give a gentle reprimand• Use Proximity Correction• Keep a record of the

behavior• Assign time out where the

infraction occurred• Assign time out at a set

location• Have student walk with

you or stay with you• Written report to the

classroom teacher• Student fills out a

Behavior Improvement Form

Suggested Activities• Have a brainstorming

and discussion session(s) to develop and adopt the menus for Level 1.

• Document the adopted menus in writing and give copies to staff.

• Include copies in the staff handbook.

Defining Staff Procedures for Level 2

Documentation required but no administrative involvement needed because…oschool-wide correction was

assignedoadministrator awareness

neededoadministrator input needed

Sample Menu of Level 2

• Any correction on the Level 1 menus• All school-wide corrections that do not require

administrative involvemento After-school detentiono Lunch detentiono Problem-solving room, Redirect

Considerations for Level 2

School-wide correctionsSending student to a “Problem-Solving Area”

Assigning after-school detentionCorrections that require administrative involvements (suspension)

Other Considerations for Level 2

• Should Level 2 involve parent contact or student signature on referral?

• What should administrator do with the Level 2 reports initially?

• When should administrator become actively involved?

Suggested Activities• Develop a proposed menu

for Level 2.• Have the administrator,

with or without team input, develop a proposal on the administrative role in Level 2 procedures

• Have a staff meeting to review, refine Level 2 procedures and get input on administrative role proposal.

• Adopt and document in writing.

Defining Staff and Administrative Procedures

for Level 3oList sequence of staff authorized to

process Level 3 reportsoAdministrator and 2 designeesoRole of designees is to process referrals

immediately and make any needed decisions at the time of the referral (Call police? Send home?), and meet with administrator 2x year

oAll office staff have a copy!

Sample Menu for Level 3

• Any correction on the menus for Level 1 and 2• In-school suspension• Saturday School• File criminal charges• DAEP• Out-of-school suspension• Expulsion

Detailed Plan of Office Staff Role in Level 3 Referrals

• Supervision of referred student during the entire process, from referral to student arrival in office

• What to do if administrator is out or busy when referred student arrives

• Where student should wait, what student should do while waiting

• How to interact with a referred student

Level 3 Plan

Levels of Discipline

Observe (Recognize) Problem Behavior

Is the behavior major?

Determine Consequence

Write referral for student

Complete minor report form

Hall monitor/security escort to the office

File discipline log Send written

referral to the office

Has the behavior occurred 3 times?

NO

Office Determines Consequence

Follow documented procedure

Implement Consequence

YES

Determine Behavior

Is it a crisis?

Contact office for support

Get recommendations from office

Utilize classroom management procedures

and/or strategies

Give teacher feedback on consequences

Follow up with student and teacher

Colton Middle School

Referral Process

YES

NONO

YES

Arundel High SchoolObserve Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

Office Referral Flow Chart

Procedure for Returning Referred Student to Class

Sequence of steps developed by administrator and staff

Designing Support Procedures for Staff and Students

• Support staff dealing with severe/chronic behaviors by creating a climate of collaboration

• Provide a written menu of problem-solving support systems and resources

• Use other resources and training

Establish Red-flag Criteria for Students Who May Need More Support

• A 3rd Level 3 incident report in 1 semester

• A 10th Level 2 incident report in 1 semester

• Failing grades in 2 or more classes in 1 semester

• Excessive absenteeism

INITIATE TIER 3 INTERVENTIONS

Data Collection

School Climate = School Safety

Climate is the daily behavior of the adults.

Every building has its own personality and tone.

Disinvitational messages can be lethal.

Review

Prioritize

Revise/DevelopAdopt

Implement

Continuous Improvement Process

The Improvement Cycle!

Your Team Will Drive an Ongoing Improvement Process:

PBS DECISIONS ARE . . .

based on data and sound research

What to Do with Data

1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, BoQ)

2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet!

3.Display/Present It – Share data in graphic format to staff every 4-8 weeks

Analyze this data!

One piece at a time…1. Benchmark of Quality (BoQ)2. PBS Implementation Checklist (PIC)3. Surveys---staff and student4. Common area observations5. Referrals

Data Analysis: Surveys

Surveys tell you how people “feel” about a building’s culture and climate

Surveys will often raise concerns that office referral data will not.

Look for patterns of responses by students and staff.

Compare survey data year to year

(Is school culture and climate improving?)

Common Area Observations

Item 1 Time students scheduled to be in areaItem 2 Number of scheduled supervising staff

members presentItem 3 Number of staff members present not

scheduled to be supervising students

Items 4- 8 SAFETY ITEMSItems 9-15 CIVILITY ITEMSItems 16-18PRODUCTIVITY ITEMSItems 19-20GENERAL ITEMS

VISITOR? OVERALL RATING

Strengths/Positives Areas of Concern Differences in Staff and Student Responses

PIC

OBSERVATIONS

SURVEY

PBS DATA ANALYSIS

What to Do with Data

1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, SET)

2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet!

3.Display/Present It – Share data in graphic format to staff every 4-8 weeks. Develop proposals, get faculty adoption— follow the improvement cycle!

T.C. Cherry Elementary – Office Referrals

350

297

178

110

38

0

50

100

150

200

250

300

350

97,98 98,99 99,00 01,02 02,03

Class of 2008

0

20

40

60

80

100

120

140

160

Aug Oct Dec Feb Apr

9th 04-05

10th 05-06

11th 06-07

# 0f Students at Each Grade Level with Referral(s) 05-06

0 50 100 150 200 250 300

9

10

11

12

# of Students

Detentions Detentions

816 *

257 **

29**

0**

0

100

200

300

400

500

600

700

800

900

1996-97

1997-98

1998-99

1999-00

T.C. Cherry Elementary: After-School Detentions

Number of Referrals by Grade 05-06

9101112

9 10 11 12# of Referr 1428 873 345 205