School-wide PBS : Correcting Problem Behavior & Developing Self-Discipline - PowerPoint Presentation

Slide1

School-wide PBS : Correcting Problem Behavior & Developing Self-Discipline

December 8, 2016Slide2

DE-PBS MTSS Framework Components

Program Development &

Evaluation

Problem-Solving/Leadership Team

Data

Professional

Development & Resources

Developing SW and Classroom Systems to Prevent Problem Behavior

Expectations and Teaching

P

ositive Relationships

Correcting Problem Behaviors

Consistent and clear procedures

Disciplinary encounters

used as

learning

opportunities to teach problem

solving strategies

Developing Self-DisciplineSlide3

Success Brainstorm

At your table, think & list strategies that have been successful this year.

Data use and sharing

Teaching & Acknowledging

Expectations

Buy-in for Students, Staff, ParentsFacilitating Positive Teacher-Student RelationshipsSlide4

Success Sharing

Select 1-2 unique/innovative strategies, or ones that have gone very well.

Write strategies on

wall under category

heading; Note elementary (E) vs. secondary (S) ideas.

Explore categories where you need additional ideas.

Participants will have a chance to ask follow-up questions on a strategy they are interested in knowing more about. Slide5

DE-PBS MTSS Framework Components

Program Development &

Evaluation

Problem-Solving/Leadership Team

Data

Professional

Development & ResourcesDeveloping SW and Classroom Systems to Prevent Problem Behavior

Expectations and Teaching

P

ositive Relationships

Correcting Problem Behaviors

Consistent and clear proceduresDisciplinary encounters used as learning opportunities to teach problem solving strategies Developing Self-DisciplineSlide6

Keep in Mind

Not time to answer all the questions proposed, but time to learn more about what the questions are & prioritize team efforts and plan to address them.

Activities and resources to support conversations with teams and staff around these framework components. Slide7

Correcting Problem BehaviorsSlide8

“When everyone handles infractions with instructional correction procedures, students learn that what happens when they misbehave is procedure not personal”

Bob

AlgozzineSlide9

DE-PBS MTSS Framework Components

Correcting Problem BehaviorsReferral system

ODR form is clear – defines specific behavior problem, location, time (WHY – think about big 5)

Data entered in school system w/in 24 hours – ideal goal

Data access

Consistent and clear procedures

Major vs. minorDefining behaviorsProcedural Response

Disciplinary encounters

used as

learning

opportunities to teach problem

solving strategies Staff response (minor)Administrative response (major)Slide10

Referral System: Discipline Referral Form

Goal: Comprehensive

yet easy to complete

Clarity

on the referral form takes the guess work out of the data entry person’s job

Clear

distinction between major (office-managed) vs. minor (classroom-managed) problem behaviors

Consistent data entry procedureSlide11

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 jobData will be more reliable and accurate

as judgment calls are minimizedSlide12

Goal of the Behavior 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)Slide13

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)Slide14

Ideal Referral Form Components

Student Name

Date

Time of incident

Grade Level

Referring Staff

Location

Problem Behavior

Possible Motivation

Others Involved

Administrative Decision

OtherRemember to use checkboxes whenever possible and minimize writing which can be subjective.Slide15

Data PersonnelWho enters data?

Is everyone trained that needs to be trained on how to enter referral data?Who can access data?Who pulls reports?

Who’s the back up to any of these jobs?Slide16

DE-PBS MTSS Framework Components

Correcting Problem BehaviorsReferral system

ODR form is clear – defines specific behavior problem, location, time (WHY – think about big 5)

Data entered in school system w/in 24 hours – ideal goal

Data

access

Consistent and clear proceduresMajor vs. minorDefining behaviors

Procedural Response

Disciplinary encounters

used as

learning

opportunities to teach problem solving strategies Administrative response (major)Staff response (minor)Slide17

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

Slide18

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 classroomSlide19

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 PBS 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 & schools are

urged to consult their district and school policies for emergency/crisis incidents

Purpose

Maintain order and safety during emergency situations Slide20

Consistent & Clear Procedures:

Classroom vs. Office Managed

Staff

should know what problems are office-managed and what problems are classroom–managed

This

process must be defined,

taught/re-taught,

and agreed upon with all staff, and must include definitions for:

major discipline incidents

minor discipline incidents

a continuum of discipline procedures Slide21

School-based Activities

Referral Form /Process DiscussionsWORKBOOK – ODR Compatibility Checklist (p1)

EXAMPLES – Referral Form Examples (p1-5)

Major & Minor Behavior Discussions

WORKBOOK

–

Determining Major vs. Minor (p2)EXAMPLES – Defining Major vs. Minor (7-8)Slide22

School-based Activity: Determining Major vs. Minor Behavior

Individually, brainstorm

problem behaviors

place them in a category.

Major

Minor

Need more Thought & DiscussionCompare lists with team members. How do you differ? Why do you differ? Are you on the same page? Make plan to dialogue with fellow staff, problem-solve around behaviors for discussion, and develop a finalized list.Slide23

Appropriate Definitions of Problem Behaviors

Develop a clear set of definitions

for all categories on the office discipline referral form

Problem

behaviors must be

operationally defined

Once behaviors are defined, all faculty, staff, administration, students and families will need to be trained on the definitionsAll problem behaviors are covered and none of the definitions overlap

Consistent definitions

make data collection much more accurate and

reliableSlide24

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

.Slide25

Defining Behaviors – Minor Examples

Minor Behaviors

Definition

Inappropriate verbal language

Student engages in low intensity instance of inappropriate language

Defiance/ disrespect/ non-compliance

Student engages in brief or low-intensity failure to respond to adult requests

Tardy

Student arrives at class after the bell (or signal that class has started).Slide26

Defining Behaviors – Major Examples

Major Behaviors

Definition

Disruption

Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.

Harassment/Bullying

Student delivers disrespectful messages (verbal or gestural) to another person that includes threats and intimidation, obscene gestures, pictures, or written notes.

Disrespectful messages include negative comments based on race, religion, gender, age, and/or national origin; sustained or intense verbal attacks based on ethnic origin, disabilities or other personal matters. Slide27

Workgroup Activity:

Defining Student Behavior

As a team, think

of a common problem behavior you see

in the classroom

that staff may

view/define differently.

Draft

prompting questions

you would use with a team to guide them in crafting a strong

definition for that behavior, and then craft a strong definition. Slide28

School-based Activities

Defining Behavior DiscussionsWORKBOOK – Defining Problem Behaviors (p3)

EXAMPLES – ODR Form Definitions (p9-14)Slide29

General Procedure for Dealing with Problem Behaviors

Observe problem

behavior

Find a place to talk

with student(s)

Is the behavior

major?

Ensure safety

Problem Solve

Determine

consequence

Write referral &

Escort student to

office

Problem solve

Follow procedure

documented

Etc.

Determine

consequence

Follow documented

procedure

Etc.

No

Yes

Adapted from procedure 2.0 A. Todd U of OregonSlide30

Define Behavior Expectations

Model Appropriate Behavior

Observe Problem Behavior

Decide: Is the behavior office managed?

Write referral to the office

Use the following teacher consequences:

(Must be documented prior to writing office referral for Teacher Managed Behaviors.)

Parent contact is a MUST!

1

st

Offense:

Student/Teacher Conference

(Warning)

2

nd

Offense:

Teacher determined consequence

(i.e. lunch or after-school detention, seat change, loss of privilege)

3

rd

Offense:

Teacher determined consequence+ Parent Contact

4

th

Offense:

Office Referral

Teacher Managed Behaviors

Office Managed Behaviors

Language

Minor Insubordination

Lateness

Calling Out

Minor Throwing

Non-Performance or Refusing to Work

Preparedness

Minor Dishonesty

Disrespect

Disruption

Inappropriate Tone or Attitude

Dress Code Violation (send to the office)

Food or Drink

Gum

Running in the Halls/Horseplay

Chronic Minor Infractions (x3)

Failure to Comply with Teacher Consequences

Cell Phone(confiscate)

Fighting or Aggressive Physical Contact

Profanity Towards Teacher

Major Insubordination

Weapons

Harassment

Bullying

Academic Dishonesty

Skipping Class

Drugs/Alcohol

Smoking

Vandalism

Theft

Threats

Gambling

PDA

Administrator Restates Behavior Expectation with Student

Administrator Issues Appropriate Consequence

Administrator Contacts Parents

Administrator Provides Teacher Feedback

+

+

+

NO

YES

Per Marking PeriodSlide31

“The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold and berate a student”

Alberto & TroutmanSlide32

When responding to negative student behavior, avoid shaming…

Bear, Uribe-Zarain

, Manning, &

Shiomi

(2009):

“

[Shame] focuses much less on the harm caused to others than on the negative perceptions others hold toward oneself and on one’s own personal distress in response to the situation of concern” (p.230, citing Tangney et al., 2007)…”shame fosters, rather than inhibits, anger and aggression…”

(p.230, citing Tangney et al., 1992, 2002, & 2007)

Instead…

Focus on the behavior that needs to change

Focus on reinforcing student connectedness during and after consequencesSlide33

Staff-Managed BehaviorsGeneral Reminders

Be consistent – Have classroom expectations and routine response when expectations are not met

Active Supervision

– Continuously scan for appropriate and inappropriate behaviors

A calm immediate response

– respond in a composed voice tone an volume to minimize continued misbehavior and not escalate

Specific, yet brief – Use specific description of inappropriate behavior and restate expectation. Be concise and move on. Quiet, respectful contact with the student. – Use proximity to be private and respectful; preserve relationshipRefocus class if needed

– Student focus is to be on activity and not correction interaction; staff response should not differ from academic correction to preserve respect for student and learning environment

http://

pbismissouri.org

Slide34

Managing and Responding to Minor Problem Behavior

Managing Minor Behavior

Responding to Inappropriate Behavior

Proximity

Nonverbal cue

Ignore/Attend/Praise

Restitution

Review routine

Change activity

Re-direct

Re-teach

Provide Choice

Student conference

Increase Group/Individual teaching

Home contact

Arrange for role/play practice

Restrict privileges (seating arrangement, etc.)

Behavior planning, contractSlide35

Accountable Talk Stems(Encourage Growth Mindset)

Based on ________, I think…

I agree that ___________ because…

I disagree that _____________ because…

In my opinion…

This reminds me of…

Can you explain your thinking further?

Have you ever considered…?

Why do you think that _____...?

I want to add to what ______ said,

________...

Source: msan.wceruw.orgSlide36

School-based activity summary

Behavior Response Procedure DiscussionsWORKBOOK – Procedure Brainstorm (p4), Responding to Minor Behaviors (p5)

EXAMPLES –

General Procedure for Dealing with Problem Behaviors (p15-18), Managing Minor Behaviors (p19-20)Slide37

School-based Activity: Response Procedures

Individually, draft your current response procedures based on your experience (

e.g

, as teacher, as administrator, etc.)

When cued, please share with another team/group to

look for consistency &

differing procedures/responses

Discuss steps for developing school-wide systems for responseSlide38

Activity – Classroom Strategy Identification

Revisit the common classroom behavior defined previously & list

Brainstorm some effective responses to this behavior.

Discuss various strategies with team.

Reflect: Do we use common strategies? Do we rely on some strategies more than others?

Post your team’s behavior

Explore additional minor behaviors.

Be sure you have a variety of

“Go To Tools” ready to try to

manage minor behaviors. Slide39

DE-PBS MTSS Framework Components

Correcting Problem BehaviorsReferral system

ODR form is clear – defines specific behavior problem, location, time (WHY – think about big 5)

Data entered in school system w/in 24 hours – ideal goal

Data access

Consistent and clear procedures

Major vs. minorDefining behaviorsProcedural Response

Disciplinary encounters

used as

learning

opportunities to teach problem

solving strategies Administrative response (major)Staff response (minor)Slide40

“Punishing students doesn’t teach them the right way to act.”

George Sugai

Slide41

Key Feature

Recognize the critical importance of correcting misbehavior using a combination of evidence-based techniques for

increasing

appropriate behavior and

decreasing

use of inappropriate techniques. Slide42

Disciplinary encounters: 2-part problem solving process

Part 1

focuses how the

student

might think and act differently

Student centered:

Guided by problem solving

with

student.

Part 2

focuses on what the

teacher or school should do, beyond punishment, to prevent the problem behavior from recurring and to foster self-discipline. Teacher (or school) centered: Guided by changes in the student’s environment.Slide43

Part 1 – Student Centered Support in Discipline

Focus on how

the student might think and act differently

Support student in understanding impact of their behavior

Discuss student supports needed to succeed

Strategies to support problem solving with student

Student reflection (written and/or discussed)Slide44

Part 2 - Preventing Reoccurrence of Problem Behavior

Possible Prevention

Interventions

Providing

Choices

Transition

Supports

Environmental

Supports

Curricular

Modification (eliminating triggers)

Adult

Verbal Behavior (just be nice)

Classroom

Management

Increase

Non-Contingent Reinforcement

Setting

Event Modification

Opportunity

for Pro-Social

Behavior

(peer

support)

Peer

Modeling or Peer Reinforcement

Table adapted from Rose

Iovannone

presentation in Delaware 11/2011 and 4/2012Slide45

School-based Activities & Resources

Disciplinary Encounters: 2-part Problem Solving ProcessEXAMPLES – Part 1 & 2 process flow chart (p21-22),

EXAMPLES - Problem Solving Questions (p23)

To Help Develop Student Sensitivity to Social and Moral

Problems

To Help Determine What One Ought to

DoTo Help Students Decide among Alternatives and Choose What They Ought to DoTo Help Students Do What They Actually Decided to Do

EXAMPLES - Reflection Form Examples (p25-30)Slide46

School-based Activity:

Problem Solving Practice

D

ivide into groups of 2-3

Determine the following roles

Educator

StudentObserver (if team has 3)Select a behavior scenarioEducator to facilitate discussion with student using resourcesReflect as team/staff on problem solving process Reference:

“

Problem Solving Questions

” Page 23-24Slide47

Action Plan Time

Think about Correcting Problem Behavior Content

Identify a recorder

Pick 1-2 tools/activities discussed this morning around Correction

Plan method to share with your team/staff.

W

ho would be involved? When and how will this happen?At end of day we will collect 1 plan/team and return electronically.Slide48

Delaware Assessment of Strengths and Needs for Positive Behavior Supports Overview (DASNPBS)

Staff perception survey

designed to

gain

insight & input

of school

staff in DE-PBS implementation and planningAligned to Delaware’s Key Features of Positive Behavior Support4 sections, 10 items each - School-wide

Tier 1 - Program Development and Evaluation

Implementing

Schoolwide

& Classroom

SystemsDeveloping Self-DisciplineCorrecting Behavior ProblemsSlide49

DE-PBS Key Feature Status Tracker

4 Framework Components

Program

Development & Evaluation

Prevention: Developing SW & CR Systems

Correcting

Problem BehaviorsDeveloping Self-DisciplineStatus

Discuss as a team if components are:

I

n Place,

P

artially in place, Not in PlaceAction PlanDiscuss as a team the items Partially in place or Not in PlaceNote activities to be completed, who will do them and whenSlide50

Thank you!

WWW.DELAWAREPBS.ORG

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