C. Effective Procedures for
Dealing with Discipline
Core
Feature
PBIS Implementation Goal
C. Effective
7. Discipline process described in narrative format or depicted in
Procedures
graphic form
for Dealing
with Discipline
8. Discipline process includes documentation.
9. Discipline referral form includes information useful in decision
making
10. Problem behaviors are defined.
11. Major/Minor behaviors are clearly differentiated.
12. Suggested array of appropriate responses to major (officemanaged) problem behaviors
Information System
1. Effective Procedures for Dealing with
Problem Behaviors
2. Computer Application
3. Decision Making
Information System
• Does Your Data give you an accurate
picture? Reliable? What is your confidence
level? Do you share with all staff?
• General Data Decision Rules
• Are you able to make precision statements ?
Do you present to faculty to get buy in?
• How do you know when to move “up the
triangle”?
Data System- Checklist
• What is the process? How do I refer? How
do I complete form? What is the purpose
of the form? What should I expect to
happen when I complete a minor or major
incident report? How does it get to office?
Do you want to know when I refer to
school nurse? Or school counselor? When
should I expect to hear back from office?
Do we track minor offenses? Is the form
different for minors? What is the process
for referring minors?
Data System
Definitions
Establishing a Data-based
Decision-making System
Referral Form
Referral Process
Developing Appropriate
Definitions of
Problem Behaviors
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.
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
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
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• Definitions
Developing Behavior
Tracking Forms
Data System
Definitions
Establishing a Data-based
Decision-making System
Referral Form
Referral Process
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)
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
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
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
T- Chart
List Minor Problem Behaviors
–
–
–
–
–
–
–
–
–
List Major Problem Behaviors
Eating, drinking, chewing gum
Disruption
Horseplay
Defiance to another student
Pushing or shoving
Lying/cheating
Public Display of Affection
Writing on School Property
Disrespect, minor to another student or another
student’s belongings
–
–
–
–
–
–
–
Defiance/Disrespect/Non-Compliant
Abusive or inappropriate Language
Fighting or Physical Aggression
Disruption
Theft/Forgery
Property Damage/Vandalism
Use or Possession of Drugs/Alcohol
What is the purpose of an Office
Referral?
• Intervention or way to gather information?
• Both?
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
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.
Developing the ODR
Challenges:
Solutions:
•
•
The form is not
filled out correctly
Re-train faculty or
return to faculty to
fill out completely
before processing
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)
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)
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)
Developing a Coherent
Office Discipline
Referral Process
Data System
Definitions
Establishing a Data-based
Decision-making System
Referral Form
Referral Process
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
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
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
• Prince William HS Example !!
Observe Problem Behavior
Warning/Conference with Student
No
Use Classroom
Consequence
Complete Minor
Incident Report
Does student
have 3 MIR slips
for the same
behavior in the
same quarter
Write the
student a
REFERRAL to
the main office
Is behavior
office
managed?
Yes
Classroom
Managed
Office
Managed
•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
SIDE BAR on Minor Incident Reports
•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)
Activity 3
•
•
•
•
•
•
•
•
Is the current discipline policy/process documented in the staff handbook? (What are
the teacher expectations? Do all staff members know what to do when they observe
problem behavior? Is there consistency among the staff?
What is the purpose of an office referral form?
Should team consider revising referral form ? Do we get all the information we need
on the form? – review “Time out of class form”-Is this a good way to access
information that may be helpful in the future if this student needs more support?
Ensure faculty understands process and purpose of an office referral
Review SWIS problem behavior definitions
Have staff agreed on operational definitions of problem behavior?
Ensure faculty knows when to write a major (office managed) or minor (Classroom
managed)
Ensure faculty knows how to complete forms, who gets the completed form and
timeline for response from administrator (team)
**Forms to review: Time out of class form, SWIS problem behavior process, definitions,
t-charts, minor/major flow charts