School-Wide PBIS:
Getting Started:
Rule Violations
Adapted from George Sugai
www.pbis.org
www.cber.org
www.swis.org
Getting Started - Today
• Chapter 2, Page 68 – 70 (Step 7)
– Defining Rules Violations
– Processing Rule Violations Class vs
Office
• Practices & Systems
– Discouraging rule violations
– Rule Violation Worksheet
“141 Days!”
Intermediate/senior high school
with 880 students reported over
5,100 office discipline referrals in
one academic year. Nearly 2/3 of
students have received at least
one office discipline referral.
5100 referrals =
51,000 min @10 min =
850 hrs =
141 days @ 6 hrs
“Smoke Pit”
45 cigarette smoking violations
have been reported in past
month by security staff &
neighbors.
“Where ya supposed to be?
During 3rd & 6th block
periods, more students are in
the hallways & outside the
building than in class…&
neighbors are complaining!
MS/HS worry about…
• Low academic achievement
• Antisocial school culture & behavior
– Insubordination, dress code, language use, etc
– Low attendance, tardies, substance use
– Withdrawal, depression, emotional disturbances
– Dropping out, substance use, delinquency
• Graduation, careers, postsecondary
• Social skill deficits
2 Worrisome & Ineffective
Responses to Problem
Behavior
• Get Tough (practices)
• Train-&-Hope (systems)
Worry #1:
Getting Tough approach
Runyon: “I hate this f____ing school, &
you’re a dumbf_____.”
Teacher: “That is disrespectful
language. I’m sending you to the
office so you’ll learn never to say
those words again. When you’re
ready to take responsibility for your
actions & behave like an adult, you
can be in my classroom!”
Increasingly “aversive”
reactive discipline continuum
• Warning
• ODR & warning
• ODR & in-school suspension
• ODR & out-school suspension
• Expulsion hearing
Get Tough Philosophy
• Increase monitoring for future problem
behavior
• Clamp down on rule violators
• Re-re-re-review rules & sanctions
• Extend continuum of aversive
consequences
• Improve consistency of use of
punishments
• Establish “bottom line”
Predictable reactive responses
When we experience aversive
situation, we select interventions
that produce immediate relief by
– Removing student
– Removing ourselves
– Modifying physical environment
– Assign responsibility for change to
student &/or others
System’s response…Get tougher
• Zero tolerance policies
• Security guards & metal detectors,
& surveillance cameras
• Student uniforms
• Expulsion
• Exclusionary options (e.g.,
alternative programs)
But….false sense of safety &
security!
• Fosters environments of control
• Triggers & reinforces antisocial behavior
• Shifts accountability away from school
• Devalues child-adult relationship
• Weakens relationship between academic &
social behavior programming
Assumptions
• Adolescents should know better…most do
• Adolescent will “get it” & change…many do
• Adolescents must take responsibility for own
behavior….most know they should &
do….appropriately & inappropriately
• Punishment teaches right way….not really
• Parents will take care of it…many try
• Adolescents will learn from natural
consequences….most do
WHAT ABOUR NON-RESPONDERS?
Science of behavior has
taught us that students….
• Are NOT born with “bad behaviors”
• Do NOT learn when presented
contingent aversive consequences
……..Do learn better ways of
behaving by being taught
directly & receiving positive
feedback
Pay attention to function
• “Lantana, you skipped 2 school days, so
we’re going to suspend you for 2 more.”
• “NIco, I’m taking your book away because
you obviously aren’t ready to learn.”
• “You want my attention?! I’ll show you
attention,…let’s take a walk down to the
office & have a little chat with the
Principal.”
Worry #2:
“Train & Hope”
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
Hire EXPERT
to Train
Practice
REACT to
Problem
Behavior
Select &
ADD
Practice
So…How should we respond?
• Positive, predictable school-wide
climate
• Surgeon General’s
Report on Youth
Violence (2001)
• Formal social skills instruction
• Coordinated Social
Emotional &
Learning
(Greenberg et al.,
2003)
• Positive active supervision &
reinforcement
• Center for Study &
Prevention of
Violence (2006)
• Positive adult role models
• White House
Conference on
School Violence
(2006)
• High rates of academic & social
success
• Multi-component, multi-year
school-family-community effort
“RULE VIOLATIONS”
28. Leveled definitions of problem behavior?
29. Procedures for responding to minor
(nonrecordable) violations?
30. Procedures for responding to minor (nonoffice referable, recordable) violations?
31. Procedures for responding to major (officereferable) violations?
32. Procedures for preventing major violations?
33. Quarterly review of effectiveness of SW
consequences for rule violations
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
SW-PBS Logic!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, & durable for
all students
(Zins & Ponti, 1990)
RULE VIOLATIONS PROCEDURES FOR CLASSROOM
Focus on positive
behaviors. Give
ROCKS coupons
Rule violation
occurs
Complete office
referral and send to
the office
No
Inform student of rule
violation and re-teach
ROCKS expectation,
including Class Social
Contract
Is this a minor rule
violation
(requiring
classroom
interventions?)
Yes
Debrief and
re-teach
expectation
Review classroom
discipline procedure
with student,
practicing it
Yes
consistently
4th
Is this the
time
for this student after
3 separate
classroom
interventions?
Rule violation
occurs again
No
Re-teach and follow
classroom discipline
Procedures with appropriate
interventions*
* Classroom interventions should include an increasing level of intervention such as time out, non-participation in
reward activities, change of student’s seat, note sent home or phone call to parent/guardian, conference with parent
and student, classroom detention, peer mediation, refer to counselor, refer to SAT, etc.
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Lake Crystal Wellcome Memorial Elementary Discipline/Referral Levels
Level 1 –
Incidental Violations
Level 2 –
Minor Violations
Level 3 –
Major Violations
Level 4 –
Illegal Violations
(Non-referred/Non-recorded)
(Non-referred/Recorded)
(Referred/Recorded)
(Referred/Recorded)











Running
Loud voices/yelling
Off-task behavior
Name calling
Noise making
Uncooperative
Out of seat
Missing homework
Disruptive
Breaking cafeteria rules
Breaking playground
rules
 Inappropriate behavior
in the bathrooms
 Chewing gum or eating
candy except by teacher
permission
 Other:
 Disrespectful
 Lying/cheating
 Indirect, inappropriate
language/gestures
 Inappropriate dress
 Spitting
 Third Level 1 Offense
 Other:
 Direct, inappropriate
language/gestures
 Fighting/physical
aggression
 Harassment/bullying
 Overt defiance
 Obscene gestures
 Property
destruction/misuse
 Theft
 Forgery
 Internet misuse/
cyberbullying
 Skipping class
 Pantsing
 Third Level 2 Offense
 Reference in
conversation, writing or
pictures to weapons or
acts of violence
 Cell phones and misuse
of other electronic
devices
 Other:






Drug use/possession
Weapon use/possession
Truancy
Arson
Bomb threat
Extreme property
damage/vandalism
 Combustibles
 Assault/threats
 Other:
High School
Teacher Managed Behavior
– Excessive talking
– Attendance tardy inform
parents
– Off task
– Drinks/Food/Gum (with
clear expectation for your
class)
– Missing Homework
– Not prepared for class
– Inappropriate Language
– Lying
– Dishonesty
– Dress code violating
– PDA
– Hallway Disruption
– Passing notes
– Cheating/Plagiarism
Office
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
Managed Behavior
Fighting
Attendance Tardy
Insubordination
Vandalism
Verbal/Physical Intimidation
Weapons
Gang Representation
Cutting class/school/teacher
detention
Theft
Drug Violations
Directed Profanity
Arson
Harassment
Lewd notes
Controlled Substances
Threats
Repeated/Severe Offenses
Security threat/breach
Middle School
Teacher Managed Behavior
Office Managed Behavior
–
Attendance Tardy
–
Insubordination
–
Fighting
– Off task (Disruptive)
–
Vandalism
– Gum/Food/Candy
–
Verbal/Physical Intimidation
–
Weapons
–
Gang Representation
–
Cutting class/school
– Not prepared for class
–
Theft
– Name calling
–
Drug Violations
–
Directed Profanity
–
Harassment (including sexual)
– PDA
–
Controlled Substances
– Running in Hall
–
Threats
–
Security threat/breach
–
Lewd notes
–
Repeated Backtalk (3)
– Cheating/Plagiarism
–
Repeated PDA
– Writing on school property
–
Dress Code
–
Cutting Teacher Detention
– Excessive talking
– Attendance tardy inform parents
– Drinks
– Missing Homework
– Dishonesty
– Passing notes
– Backtalk directed at Adults
STEP 7 – Develop Continuum of Procedures for Discouraging
Behavior Rule Violations
1. Specification of Definitions for Violations of School-wide
Behavior Expectations
a. Contextually appropriate labels/names
b. Definitions represent continuum of severity (e.g., minor, major, illegal)
c. Definitions comprehensive in scope (school-wide)
d. Definitions in measurable terms
e. Mutually exclusive (minimal overlap)
2. Specification of Procedures for Processing Violations of
School-wide Behavior Expectations
a. Agreement regarding office staff versus teacher/staff responsibilities
b. Office discipline form for tracking discipline events
c. Agreement regarding options for continuum of consequences
d. Data decision rules for intervention and support selection
STEP 7 – Develop Continuum of Procedures for Discouraging
Behavior Rule Violations – cont.
3.
Implementation of Procedures
a. Use by all staff (e.g., office, security, supervisors, bus drivers)
b. Schedule for teaching to students and staff members
c. Schedule for regular review of use and effectiveness
d. Procedures for providing orientation to new faculty, staff, students
e. Procedures for informing others (e.g. families, community, district administrators,
substitute teachers & staff)
f. Agreement by >80% faculty and staff
g. Included in school publications (e.g., handbooks)
h. Means for keeping track of number of acknowledgements versus number of
disciplinary or corrective actions for violations of behavior expectations.
i. Schedule and procedures for regular review and enhancement of acknowledgements.
j. Schedule for daily, weekly, monthly, quarterly feedback to students and staff
k. Included in school publications (e.g., handbook, posters, newsletters)
l. Procedures in place for identifying and supporting students whose behaviors do not
respond to school-wide continuum of consequences for violations of behavior
expectations
SWPBS
Subsystems
Classroom
Family
Non-classroom
Student
Action Steps
1.
Page 68 Guidelines for Developing
Continuum of Procedures for Discouraging
Student
2.
Steps 1 – 3 Page 68 – 69
3.
Page 70 Active Worksheet