tinyurl/Cohort-9b Choose: PowerPoint (must download to edit or follow links to videos) or

tinyurl.com/Cohort-9bChoose:

• PowerPoint (must download to edit or follow links to videos) or

• PDF (links are live before and after downloading, but cannot be edit PDFs.

[email protected]

Mark’s Nov. 18 and 19, Cohort 9b PowerPoints are at:

http://tinyurl.com/Cohort-9b

SW-PBISTending the Garden with Procedures for Discouraging Behavior Violations

Mark TateosianAnoka-Hennepin SchoolsNov. 19, 2013Metro SW-PBIS Winter Training

Outcomes

1. Be able to explain how to create and to give examples of:a. Definitions of rule violationsb. Procedures for processing rule

violationsc. Procedures for implementing

definitions and procedures

2. As a team, be able to develop and implement procedures for the above in ways that fit your school.

How will we get there?

1. Defining rule violations2. Procedures for processing rule

violations3. Procedures for implementing

definitions and procedures4. Supported planning5. Corners sharing

Garden Logic

(Modified from Zins & Ponti, 1990)

Successful plants

are linked to

gardens

Systems Logic

(Zins & Ponti, 1990)

How do “Procedures for Discouraging Behavior

Violations” fit in with the features of PBIS?

SupportingStaff Behavior

SupportingStudent Behavior

OutcomesD

ata

Syst

ems

Prac

tices

How do we

approach our

work?

SupportingDecision Making

School-wide

Non-Classroom

Family

Student

Classroom

5 Systems

All

Some

Few

Tiers of Interventions Strategies

Guidelines1. Specification of Definitions for Violations of School-wide Behavior Expectationsa. Contextually appropriate labels/namesa. Definitions represent continuum of severity (e.g., minor, major, illegal)a. Definitions comprehensive in scope (school-wide)a. Definitions in measurable termsa. Mutually exclusive (minimal overlap)2. Specification of Procedures for Processing Violations of School-wide Behavior Expectationsa. Agreement regarding office staff versus teacher/staff responsibilitiesa. Office discipline form for tracking discipline events that specifies the following:

Who violated rule (name, grade) Who observed and responded to the violation of behavior expectations When (day, time) the violation of behavior expectation occurred Where the violation of behavior expectation occurred Who else was involved in the problem situation What was the possible motivation or purpose of the problem behavior What school-wide behavior expectation was violated

a. Agreement regarding options for continuum of consequencesa. Data decision rules for intervention and support selection

3. Implementation of Proceduresa. Use by all staff (e.g., office, security, supervisors, bus drivers)a. Schedule for teaching to students and staff membersa. Schedule for regular review of use and effectivenessa. Procedures for providing orientation to new faculty, staff, studentsa. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)a. Agreement by >80% faculty and staffa. Included in school publications (e.g., handbooks)a. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions

for violations of behavior expectations.a. Schedule and procedures for regular review and enhancement of acknowledgements.a. Schedule for daily, weekly, monthly, quarterly feedback to students and staffa. Included in school publications (e.g., handbook, posters, newsletters)a. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide

continuum of consequences for violations of behavior expectations.

• Pre-referral intervention or behavior support team• Data-decision rule for initiating positive behavior support (e.g., 3 office discipline referrals for major

rule violating infraction)• Precorrection intervention to prevent future occurrences of problem behavior• Formal procedures for teaching, practicing, and reinforcing positively prosocial behaviors to replace

problem behavior• Adult mentor/advocate SWPBS Workbook pp. 70, 71

7. Discouraging Behavior Violations12

3

SWPBS Workbook pp. 70, 71

7. Discouraging Behavior Violations

Guidelines

1. Specification of Definitions for Violations of School-wide Behavior Expectations

2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations

3. Implementation of Procedures

123

Are norm-violating behavior definitions clear and mutually exclusive?

Are the school’s reactions to norm-violating behaviors communicated?

Practices

Defining

INSUBORDINATION

Insubordination is refusing to comply with

a reasonable request or directive of a

staff member.

Consequences may include a conference

with staff member and associate

principal, parent/guardian notification,

suspension, or other appropriate

disciplinary action.

Cle

ar

Def

initi

on?

Rea

ctio

n C

omm

unic

ated

?

DISRUPTIONS

Disruptions are behaviors that interfere with

teaching, learning, or orderly operation of

the classroom or building. Examples

include: shouting, play wrestling, and

running.

Consequences may include conference with

associate principal, parent/guardian

notification, suspension, or other

appropriate action.

Cle

ar

Def

initi

on?

Rea

ctio

n C

omm

unic

ated

?

Mutually Exclusive from Insubordination?

Behavior Expectation Violations

Level

I. II. III. IV.

Name/Label Minor Major Illegal

Definition

Examples

SWPBS Workbook p. 72

Comprehensive, in measurable terms, minimal overlap

Practices

continuum of severity


Insubordination

Refusing to comply with a reasonable directive of staff in classroom.

Refusing to comply with a reasonable directive of staff in halls.

Refusing to comply with a reasonable directive of staff in large group setting.

Refusing to comply with a reasonable directive of staff that threatens safety.

Won’t move seat.

Won’t clean up their mess.

Refuses to leave cafeteria, refuses to sit in an assembly.

Won’t stop aggressive horseplay.

Minor Major 1 Major 2 Major 3

Practices

continuum of severity



Guidelines




TARDINESS (OFFICE INTERVENTIONS)

1 - 2. Auto-dialer, teacher reviews and warns student (consequence optional)3. Auto dialer and automated referrals to activities office begins for 3rd and each succeeding tardy4. Auto-dialer, Office warning mailed5. Auto-dialer, Office detention, if period 1 and vehicle used warn regarding suspension of parking permit6. Auto-dialer7. Auto-dialer, Office detention, call parent, if per. 1 suspend parking permit for 5 days8. Auto-dialer9. Auto-dialer10. Auto-dialer, Office refer to Dean, inform A.D., detention, student conference, call parent, if vehicle used suspend parking permit for 10 days, 11. Auto-dialer12. Auto-dialer13. Auto-dialer, Office detention, student conference, call parent, if vehicle used suspend permit for 9 weeks,

Systems

EXCESSIVE ILLNESSES

1. When a student reaches excused illnesses on 7 different days, refer to the dean and the School Nurse to review the student’s health file to see if the student has a chronic health condition which would cause the student to miss more than “usual.”

2. If no such condition exists, and if the absences have not been excused by a doctor’s note or the School Nurse, the dean sends out the “Illness Letter.”

3. Two days after this letter is sent, illness absences will be recorded as excused, only if a doctor’s note is received by the school stating “too sick to be in school,” or if deemed ill by the School Nurse. Otherwise, these absences will be considered unexcused.

Systems

Behavior Expectation Violations

Level

I. II. III. IV.

Name/Label Minor Major Illegal

Definition

Examples

Procedures


Comprehensive, in measurable terms, minimal overlap

Agreement regarding administrative vs. teacher/staff responsibilities

Refusing to comply with a reasonable directive of staff in

classroom.

Refusing to comply with a reasonable directive of staff

in halls.

Refusing to comply with a reasonable directive of staff in

large group setting.

Refusing to comply with a reasonable directive of staff that threatens safety.

Teacher conference with student

Possible teacher call to parent

Refer to office

DetentionRefer to officeParent conference

Refer to office

1 day in MLC

Minor Major 1 Major 2 Major 3

Insubordination

Won’t move seat.

Won’t clean up their mess.

Refuses to leave cafeteria, refuses to sit in an assembly.

Won’t stop aggressive horseplay.

Minor Major 1 Major 2

Definitions

Examples

Procedures

VIOLATION 1ST OFFENSE

2ND OFFENSE

3RD OFFENSE

Disruptive Conduct

MLC (1 period), parent call

MLC (2 periods; if same staff,) parent call

1-3 day(s) TRY or MLC, parent call & conference

Insubordination MLC (1 period) or detention, parent call, student consult with staff

MLC (2 periods) or 2 detentions; if same staff, parent call, student consult with staff

1-3 day(s) TRY, parent call & conference, student consult with staff

Rude Behavior Detention or one period in MLC

3 periods in MLC

1-3 days in MLC or class 5 periods in MLC and contract 4th OFENSE: dismissal pending parent conference

VandalismRestitution, & parent call, 1 day MLC

1-3 day(s) MLC, restitution, refer to police, parent call

2-5 days suspension/TRY, consider alternative placement, refer to police, parent call & conference

Notes:Any suspension/TRY, or dismissal includes a parent conference prior to re-admission.Depending on severity of violation, consequence may move to next level.

Systems

• Who violated rule (name, grade) • Who observed and responded to the violation of

behavior expectations • When (day, time) the violation of behavior

expectation occurred • Where the violation of behavior expectation occurred • Who else was involved in the problem situation • What was the possible motivation or purpose of the

problem behavior • What school-wide behavior expectation was violated

Office Discipline Form Guidelines

START Teacher Refers

Email referral to

clerk

Clerk notifies

appropriate dean

Student goes to office

Awaits Dean and completes Behavior

Processing Form

Dean 1 A-K

Or Back-up

Dean 2 L-Z

Or Back-up

Dean enters referral into

system

Teacher notified of action taken

Data uploaded to data

warehouse daily

Data collected prior to weekly PBIS Meeting

Office Behavior Referral Flowchart

Systems

Thank you for completing this form. The information you provide can help us get you back to class as soon as possible. You may write on the back if you need more space for any of the questions.

First Name___________________ M.I.___ Last Name_____________Grade________ Today’s Date ___________

1. What class were you sent from?Teacher Name ___________ Course Name________Period____

Behavior Processing Form

a. Greatb. Great until todayc. Pretty goodd. Pretty good until

today

e. OKf. OK until todayg. Not so goodh. Pretty bad

2. What has been your relationship with this teacher

Systems

3. When asked to leave the class, where were you?

1. In your assigned seat2. At the door3. At the pencil sharpener4. At the teacher’s desk5. At another student’s desk6. Other ________________

4. Please describe your plans for after high school.

5. Please describe what you were doing just before your teacher asked you to leave the class.


6. Please describe what your teacher was doing just before you were asked you to leave the class.

7. Do you feel you were treated fairly? Yes / NoWhy?

8. Could you have done something differently to avoid being asked to leave? Yes / No

If yes, please describe what you could have done.

Please give this form to your dean or assistant principal.


Administrative staff (dean or A.P.) reviews form with student to assist with processing incident

Student turns form (completed or not) into administrative staff .

Admin. staff turns form into clerk

Clerk logs key items from the form into data base

Admin. staff reviews data base to identify trends and problem-solve

Procedure for Behavior Processing Form

Systems

“This a process…”

Special Education Behavior Support Systems

Systems

STARTIs this a safety,

chemical issue; a significant or

ongoing harassment issue; or gross

insubordination?

Yes

Refer to Admin.

NoClassroom

Interventions*

*Possible Classroom Interventions

ProximityRedirectionConference with StudentParent CallParent ConferenceDetention with TeacherLoss of Participation/Citizenship PointEncouragementReview of ExpectationsRestitutionDe-escalationStudent Calls/Emails Parent

NEXT PAGE

Effective?

**Possible BM Interventions

Student ConferenceParent CallProcessing FromCool-off TimeProblem SolvingRestitutionFacilitate Meeting with TeacherConsult with Dean/CM/ASBehavior ContractMediationDe-escalation

Can Class Continue

?Effective?END Yes No

No

Yes

Consult with CM/BM/Dean to

Plan Interventions

Implement Planned

Interventions

Refer to BM**

Classroom Interventions*

FROM LAST PAGE

NEXT PAGE

Consult with CM/Dean/AP to Plan Interventions

Implement Planned

Interventions

No

Refer to AP

Ready to Return*?

No

Yes

Team MeetingEND

Ready to Return*?

END

YesReady to Return*?

Yes END

No

Refer to BM**

FROM LAST PAGE

*Determining if Student is Ready to Return

Student Takes Responsibility for BehaviorStudent Calmly and Accurately Talks through Issue



Guidelines




Teaching Procedures:New Teacher Orientation Topics, Fall

Workshop, Winter Staff Meeting•Unexcused Absences

ClassroomOffice Support

•Unexcused TardiesClassroomOffice Support

• Behavior Classroom Office Support

oBottom line office issues Safety Chemicals Gross insubordination

Harassment

Informing Families

Quick Reference Guidefor Student Handbook

Please turn in this sign-off form with your Health and Emergency Form to receive your student schedule.

I have reviewed the information from the student handbook. I understand my student will be issued a complete handbook the first week of school and I plan to review it with him/her.

Parent Signature_________________________________ Date_____________

Student Name________________________________ Grade_____

Please turn in this form when your student schedule is picked up.

ATTENDANCE

STUDENT, PARENT, AND SCHOOL RESPONSIBILITY (P. 6)To encourage regular attendance, Mounds View High School works to build a partnership with students’ families. To support this partnership, the school communicates attendance concerns to parents/guardians through an automated phone …

WHAT SHOULD YOU DO IF YOU ARE ABSENT? (P. 6)Parents/guardians are to call the Attendance Office (651-633-4031) each day your son or daughter is absent. You may call the Attendance line 24 hours a day. Please call before 9:00 a.m. …

Quick Reference Guidefor Student Handbook

Following are some of the key areas in our student handbook that we believe deserve special attention. During the first week of school, all students will be issued a student handbook. The school will review key areas of the book with students to help them understand school expectations. We ask you to support our efforts by reviewing the following information now and by discussing the complete handbook with your student during the first week of school.Please note that this document only summarizes key areas from the handbook. See the handbook for complete information. Handbook page reference numbers are listed with each area.

LEAVING SCHOOL (P. 6)If you become ill during the day, or if you must leave school for any reason, you must receive permission from the office. If you leave school for any reason without notifying the office prior to leaving…

HEALTH OFFICE (P. 7)Students wishing to see the nurse must have a pass from their teacher except in cases of emergency. Students leaving because of illness must be excused by the Health Office after staff consults with a parent/guardian, and must sign out in the Attendance Office.



Guidelines




123

Guidelines1. Specification of Definitions for Violations of School-wide Behavior Expectationsa. Contextually appropriate labels/namesa. Definitions represent continuum of severity (e.g., minor, major, illegal)a. Definitions comprehensive in scope (school-wide)a. Definitions in measurable termsa. Mutually exclusive (minimal overlap)2. Specification of Procedures for Processing Violations of School-wide Behavior Expectationsa. Agreement regarding office staff versus teacher/staff responsibilitiesa. Office discipline form for tracking discipline events that specifies the following:

Who violated rule (name, grade) Who observed and responded to the violation of behavior expectations When (day, time) the violation of behavior expectation occurred Where the violation of behavior expectation occurred Who else was involved in the problem situation What was the possible motivation or purpose of the problem behavior What school-wide behavior expectation was violated

a. Agreement regarding options for continuum of consequencesa. Data decision rules for intervention and support selection

3. Implementation of Proceduresa. Use by all staff (e.g., office, security, supervisors, bus drivers)a. Schedule for teaching to students and staff membersa. Schedule for regular review of use and effectivenessa. Procedures for providing orientation to new faculty, staff, studentsa. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)a. Agreement by >80% faculty and staffa. Included in school publications (e.g., handbooks)a. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions

for violations of behavior expectations.a. Schedule and procedures for regular review and enhancement of acknowledgements.a. Schedule for daily, weekly, monthly, quarterly feedback to students and staffa. Included in school publications (e.g., handbook, posters, newsletters)a. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide

continuum of consequences for violations of behavior expectations.

• Pre-referral intervention or behavior support team• Data-decision rule for initiating positive behavior support (e.g., 3 office discipline referrals for major

rule violating infraction)• Precorrection intervention to prevent future occurrences of problem behavior• Formal procedures for teaching, practicing, and reinforcing positively prosocial behaviors to replace

problem behavior• Adult mentor/advocate SWPBS Workbook pp. 70, 71

12

3

Ready, Set, Grow!

http://www.youtube.com/watch?v=u90qRE2F7CM

http://www.youtube.com/watch?v=u90qRE2F7CM

Responding to Rule ViolationsMark Tateosian

[email protected] Public Schools

Questions or Friendly Comments

mailto:[email protected]

Documents

tinyurl/Cohort-9b Choose: PowerPoint (must download to edit or follow links to videos) or