Example: Cafeteria
Environmental Changes
• Moved trash containers to
reduce congestion
• Posted precorrects of
student and adult routine
• Organized and clarified
lunch box storage routine
Example: Cafeteria
Establish Setting Routines
• Everyone knows the rules
• Routines established that allow students to
demonstrate appropriate skills & minimize
problem behavior
• Adult monitoring
• Practice, practice, practice
Example: Cafeteria
Environment and Setting Routine
Changes
•
•
•
•
•
•
•
•
•
Wait lines pre/post lunch established.
In and Out doors were specified.
Painted "wait spots.”
Moved trash containers for better access.
Designed quiet time routine and taught it.
Posted rules for cafeteria near entrance.
Posted adult expectations near cafeteria entrance.
Set out baskets for empty lunch pails.
Set up container for High Fives.
•
•
•
•
•
•
•
•
•
•
Example: Cafeteria
Routine for Students
Enter the cafeteria in a line and stand peacefully.
Have money ready and hand it to the cashier.
Enter your pin number.
Get utensils and food.
Remember “please” and “thank you.”
Take only what you will eat from the salad bar.
Walk peacefully and safely to your seat.
Sit with both feet under the table.
Talk quietly to your immediate neighbors.
When completely finished with your lunch, clean your area and
make one trip to the trash can.
• When the music comes on, finish eating, empty your tray or throw
away your trash, and leave for recess.
• Silence is golden when the music is on!
Example: Cafeteria
Develop Teaching Strategies
• Develop social skill lessons
• Plan multiple opportunities to practice
• Develop pre-correction strategies
• Plan how to involve ALL staff (and students) in
instruction
•
•
•
•
•
Example: Cafeteria
Social Skill Lesson
Lesson: Being responsible in the cafeteria
Teaching Activities:
Play “Simon Says” with responsible actions.
Play “Telephone” to practice careful listening.
Practice turning voices on and off with a music
cue.
Example: Cafeteria
Develop Reinforcers & Consequences
• Specific verbal feedback using
language of social skills
• Reinforcers/Incentives
• Error corrections
• Uniform standards and outcomes for
serious rule offenses
Example: Cafeteria
Reinforcement System
• “High Five” system implemented for 4 weeks
• Students reinforced for following routines
• Weekly drawing in cafeteria during each lunch
period
Example: Cafeteria Implementation
• Conduct social skill lessons
• Provide pre-corrections
• Implement support structures
– e.g., supervision, altered schedules
• Implement practice/consequence strategies
Example: Cafeteria Data Collection
• Anecdotal data
• Behavior counts
• Office referrals from targeted setting
Cafeteria: Year 1
Frequency of Problem Behaviors
40
Baseline
Changed Routine
Rules, Routines, and Reinforcement
35
30
25
20
15
10
5
0
Sept. 17
Oct. 9
Oct. 14
Nov. 23
Jan.22
Feb.1
Feb. 5
Feb. 12
Cafeteria Year 2
Frequency of Problem Behavior
40
Baseline
Retaught Rules and Routines
35
30
25
20
15
10
5
0
Aug. 31
Oct. 15
Nov. 30
Dec. 8
Jan. 6
Feb. 3
Mar. 30
Activity: Planning for Common
Areas
Work with your team to develop
a plan for a problem area in your
school.
Universal Consequences:
Discouraging
Problem Behaviors
Practices for Discouraging
Problem Behaviors
• CONSISTENCY
• Clearly define problem behavior
• Make clear distinctions between staff/classroom and
office managed behavior
• Establish a continuum of procedures for correcting
problem behavior
• Establish data decision strategies for repeat offenses
Defining Problem
Behavior
Activity : Defining Problem
Behaviors
• Each team member should independently
define:
– Defiance
– Disrespect
– Disruption
Workbook
Page 23
Part 1
Appropriate Definitions for Problem
Behaviors
• What one teacher may consider disrespectful, may not
be disrespectful to another teacher. For that reason
problem behaviors must be operationally defined.
• The critical feature is that all staff agree on mutually
exclusive and operationally defined labels and
definitions.
• Once behaviors are defined, all faculty, staff,
administration, students and families will need to be
trained on the definitions.
It’s time to play…
PASS
THE
BUCK!!!
Looking At The Big Picture!
• Instructional Time Lost
– Each minor incident takes an administrator about 25
minutes to process.
– Students are losing instructional time when minor
incidents are handled in the office.
– Classes are interrupted whenever the teacher has to
write up a student and get them to the office.
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
consequences.
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 materials, incomplete classroom
assignments, gum chewing, etc.
Purpose
• To determine appropriate consequences and where
the consequences should be delivered
Activity : Categorizing Behaviors
As a team categorize the most
frequently occurring problem
behaviors
Workbook
Page 23
Part 2
Developing a
Discipline Referral
Process
The Next Step:
Discipline Referral Process
• 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
Sample Referral Process
Observe problem behavior
Workbook
Page 24
NO
YES
Is behavior
Major?
YES
Is Crisis
Response
needed?
NO
YES
Problem Solve
File in Teacher box
Write office referral &
escort to office
Determine
consequence
Implement Crisis
Plan
Notify Crisis
Response Team
Observe (Recognize) Problem
Behavior
Colton Middle School
Referral Process
Determine Behavior
Determine
Consequence
Is the
behavior
major?
NO
Utilize classroom
management procedures
and/or strategies
Complete minor
report form
YES
Contact office for
support
NO
File discipline
log
YES
Send written
referral to the
office
NO
Hall
monitor/securit
y escort to the
office
Is it a crisis?
YES
Has the behavior
occurred 3 times?
Write referral
for student
Get recommendations
from office
Office
Determines
Consequence
Follow
documented
procedure
Implement
Consequence
Give teacher feedback on
consequences
Follow up with
student and teacher
Activity : Referral Process
1. Evaluate your current discipline process and
procedures.
– Is your discipline referral process meaningful
and effective? Do faculty and staff fully
understand your current forms and procedures?
2. As a team develop a coherent discipline
referral process for your school.
 You can choose to use a flowchart or other
format (e.g., narrative).
A Closer Look at Office
Discipline Referral Processes/Forms
• Schools need a coherent system in place to collect
office discipline referral data.
• Faculty and staff should agree on major/minor
behavior categories and the process for referral.
• The office discipline referral form should include the
following information:
•
•
•
•
•
Name & grade, date, time, location
Staff: Homeroom & Referring
Any others involved
Problem behavior & possible motivation
Administrative decision/outcome
Office Discipline Referral Form
Student__________________________ Grade ________________(mm/dd/yyyy) Date___________________
Referring Staff________________________________
Time (in)_______________(out)________________
Time Incident Occurred _________________
________________________________________________________________________
Location




Classroom
Cafeteria
Bus loading zone
Other_______________





Playground
Bathroom/restroom
Parking lot
Gym
On bus



Hallway
Library
Special
event/assembly/field trip
________________________________________________________________________
Problem Behaviors (check the most intrusive)





Lying/Cheating
 Alcohol/drugs
 Insubordination/defiance/
Tardy
 Arson
disrespectful
Tobacco
 Fighting/physical

Vandalism
Bomb threat/False alarm
aggression
 Harassment/tease/
Abusive lang./
 Forgery/Theft
taunting
Workbook
Inappropriate
 Weapons
 Property damage
Page 27
Language
 Other_______________
 Disruption
 Skip class/truancy
______________________________________________________________________________________
Possible Motivation



Obtain peer attention
 Avoid peer(s)
 Obtain items/activities
Avoid tasks/activities
 Other___________
 Avoid adults(s)
Obtain adult attention
______________________________________________________________________________________
Others Involved



None
 Teacher___________
 Other _____________
Peers
 Substitute____________
Staff______________
______________________________________________________________________________________
Administrative Decision
Developing
Effective
Consequences
Why Haven’t the Traditional
Consequences Been Effective?
• They have not been aligned with:
– School-wide expectations
– Clearly defined rules
– A system for teaching expectations and rules
– A system for rewarding appropriate
behaviors
Why Haven’t the Traditional
Consequences Been Effective?
– Inconsistent administration of consequences
– Exclusionary practices that encourage further
misbehavior through escape
– Disproportionate amounts of staff time and
attention to inappropriate behaviors
– Miscommunication among staff,
administration, students, and parents
– Over reliance on punishment
Why Haven’t Traditional
Consequences
Been Effective for Some Students?
• Staff miss the function of the behavior!
If a student tries to avoid a task by disrupting
the class and the teacher sends him to the
office or to time out, then…
– the behavior has served it’s function
– the task has been avoided, and
– the student will see no need to change
Challenges
• Aligning consequences with other components of
the school-wide positive behavior support plan
• Communicating with staff and administration
• Communicating with parents
• Developing a hierarchy of consequences
• Maintaining consistency in the delivery of
consequences
Solutions
• Provide opportunities for staff, families, and
students to contribute ideas
• Align consequences with other components of
the school-wide plan
• Streamline documentation procedures to
facilitate communication
• Train all staff and administrators in procedures
to maintain consistency
• Identify each person’s role in the process
Solutions (continued)
• Train multiple staff members to assume
responsibilities for detention, in-school-suspension,
and other disciplinary processes.
• Plan for other staff members to assume the roles of
people who are absent.
• Record training sessions and keep materials on file
for use during booster sessions and with newly hired
staff.
• Notify all parents of the new discipline procedures
prior to implementation.
• Plan sessions to inform students of the discipline
policies and procedures.
Points to Remember
• Differentiate behaviors that are to be managed in the
classroom (minors) and behaviors that will generate
office referrals (majors).
• Establish a system that matches the intensity of the
disciplinary action with the severity of the behavior
– Example: fighting = suspension
– Example: tardy = conference and detention
• Maintain consistent responses to rule violations.
PBS Schoolwide Consequences
Warning 1
Warning 2
Bounce 1
Bounce 2
Bounce 3
Office Referral
Office Referral
Office Referral
OSS
repeated redirect
take space in class
Workbook
Page 28
R1, period in ISS
Parent call/conference
R2, day in ISS
Reflection sheet
Counseling session
R3, two days in ISS
Behavior Intervention Plan
Administrative Decision
Drugs/Weapons/Fighting
Activity : Consequences
• Using your results from the Categorizing Behaviors
Activity, review the list of behaviors.
• List the possible administrative (major) and classroom
(minor) interventions on the back of this sheet. Refer to
handout examples.
• Draft school-wide consequences for your school.
Workbook
Page 29
Universal
Acknowledgement:
Developing a
Reinforcement System
Procedures for Encouraging
Expected Behaviors
• Identify expectations student met and specific
behavior they displayed (verbal feedback)
• Deliver reinforcement
–
–
–
–
Tangible to intrinsic
External to internal
Frequent to infrequent
Predictable to variable
Why Develop a School-wide
Reinforcement System?
• Increases the likelihood that desired
behaviors will be repeated.
• Focuses staff and student attention on
desired behaviors.
• Fosters a positive school climate.
• Reduces the need for engaging in time
consuming punitive disciplinary measures.
Types of Acknowledgements
• Social
• Escape
• Activity
• Tangible
• Sensory
- Edibles
- Materials
- Tokens
Guidelines
• Acknowledge frequently in the beginning.
• Acknowledgement should be contingent on students
engaging in the desired behavior(s).
• Refrain from threatening the loss of reinforcement as
a strategy for motivating students.
• Students should be eligible to earn acknowledgement
throughout the day contingent upon use of appropriate
behavior(s).
Challenges
•
•
•
•
Remaining focused on the positive
Providing meaningful reinforcers
Maintaining consistency with all staff
Tracking your acknowledgement system
Solutions
• Keep ratios of reinforcement to correction high (4:1)
• Involve staff in the daily duties of implementing your
school’s reinforcement system.
• Develop a data-based system for monitoring and
documenting appropriate behaviors
• Involve students on your team to help with meaningful
ways to acknowledge positive behavior
• Reinforcement checklist
Ray Abrams Elementary
What Have Other Schools Found to be
Effective?
• Positive Behavior Support dances for students
who have not earned any suspensions.
• School bucks to use in a school store on a regular
basis (weekly).
• “Caught Being Good” certificates
• Lottery Drawings
Other Effective Strategies
• Positive parent telephone contacts home with
students present.
• Coupons (purchased with established numbers of
tokens) for the following:
–
–
–
–
–
Extra P.E. time
Extra computer time
Extra time to draw
No homework coupon (use with caution)
Free seating during their lunch period
Acknowledging Staff
• Keeping staff motivated is just as important to the
PBS process as motivating students.
• Utilize community resources and local businesses.
• Incentives that have worked at other schools
include:
–
–
–
–
After School Ice Cream Socials
Leave 30 Minutes Early Passes
Special Parking Spaces
Recognition at Faculty Meetings