Effective Discipline Procedures and Strategies in RtI:B Implementation

 
Tier 1
Tier 1
Response to Intervention for
Response to Intervention for
Behavior (RtI:B)
Behavior (RtI:B)
Addressing the Behavior of 
Addressing the Behavior of 
All 
All 
Students
Students
 
District RtI:B Mission Statement
 
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To assist RtI:B teams in developing new, positively-oriented
strategies that are grounded in research and support at-risk
students while helping ALL students become more
successful learners and leaders.
Response to Intervention for Behavior
RtI:B Webinar Series
T
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O
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       To review all 10 critical elements of Tier 1
      Behavior Curriculum via monthly webinars
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Critical Element #3
Effective Procedures for Discipline
Resource
:
‘Webinar
Schedule’ in
Attachments
RtI:B Tier 1 Ten Critical Elements
1.
RtI:B Team, Administrative Support
2.
Faculty Commitment
3.
Effective Procedures for Discipline
4.
Data Entry & Analysis
5.
Expectations & Rules
6.
Reward/Recognition Program
7.
Lesson Plans for Teaching Behavior
8.
Implementation Plan
9.
Classroom PBS Systems (CHAMPs)
10.
Evaluation
 
Resource
: See ‘10
Critical Elements in
attachments’
 
Poll  Questions
 
Definitions
 
Developing Effective Responses to Problem Behavior
 
Forms and Data Collection
 
Developing a Coherent Office Discipline Referral Process
Effective Discipline Procedures
 
Effective Discipline Procedures
Effective Discipline Procedures
 Definitions
 Definitions
 
7
 
Sources for Defining Problem Behaviors
Sources for Defining Problem Behaviors
 
1.
District Code of Conduct
2.
Discipline Matrix
3.
District database
4.
RtI:B Database
5.
School Environmental Safety Incident Report –
SESIR 
Districts are required to report data to
DOE
www.fldoe.org/safeschools/sesir
 
 
 
 
8
 
Defining Incident Levels
Defining Incident Levels
 
1.
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a.
Handled by the administration
b.
Physical fights, property damage, weapons, tobacco
2.
T
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I
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)
a.
Handled quickly and efficiently
b.
Typically by the classroom teacher
c.
Handled where incident occurred
d.
Tardy, lack of materials, incomplete assignments, gum
chewing
3.
C
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s
 
I
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s
a.
Require an immediate response from administration
and/or crisis response team
b.
Bomb Threats, weapons alerts, intruder, fire evacuations,
etc.
 
       *Consult district and school policies for crisis incidents
 
 
9
 
Resource
:
‘Behavior
category
worksheet’
in
Attachments
 
    Why do we define behaviors?
 
Teacher 1
 
Student taps pencil on his
desk
 
Response: Writes an office
discipline referral
 
Student is removed from
class reports to office
 
Student loses 1 hour of
instructional time
 
Teacher 2
 
Student taps pencil on his
desk
 
Response: Teacher  uses a
menu of consequences
1)verbal warning.
2)Move behavior clip
3)Write in behavior log
 
Student stays in class and
continues learning
Possible Teacher-Managed
Behaviors
 
 
 
Resource
:
‘Discipline
Mgmnt Grid’
in
Attachments
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Resource
:
‘Discipline
Mgmnt Grid’
in
Attachments
 
Effective Discipline Procedures
Effective Discipline Procedures
 Developing Effective Responses to Problem
 Developing Effective Responses to Problem
Behavior
Behavior
 
14
A
B
C
The ABCs  of Behavior
 
Antecedent- What happened before
the behavior?
 
Behavior- What is the misbehavior?
 
Consequence-What happened
after the misbehavior?
ABCs of Behavior
ABCs of Behavior
A
ntecedents
Events in the
environment that
occur prior to a
behavior
Increase the
likelihood specific
behaviors will
occur
Inform
interventions
(Prevention)
B
ehavior
Observable,
measurable actions
Informs what skills
to teach (Tier 1
Expectation)
C
onsequences
Events/responses
immediately
following a
behavior
Reinforces behavior
Helps determine
function
(motivation) of the
behavior
Informs effective
responses
 
16
 
Patterns of Behavior
Patterns of Behavior
 
Once you have identified patterns of behavior:
Proactive 
(Environmental): try to prevent the behaviors from
recurring; look at the antecedents and environment
Educative
 (Replacement Behaviors): first we need to making
sure we teach/re-teach desired behavior; teach a
replacement behavior
Reinforcement 
(Encourage appropriate behaviors and
discourage problem behaviors): make sure we only reinforce
those behavior we desire, are we addressing the function of
the behavior, make sure we are not reinforcing the
undesired behavior
 
Preventing Problem Behavior
Preventing Problem Behavior
(Antecedents)
(Antecedents)
 
1.
Develop positive relationships with students
2.
Continuous teaching & rewarding
3.
Active Supervision
4.
Modify the environment and/or instruction
a.
Traffic flow, tempting materials, line of sight,
organization, visual boundaries
b.
Change schedule
c.
Interesting & engaging instruction (adapt curriculum,
special assignment, tutoring, computer/ internet work,
role play)
5.
Provide prompts/Pre-Correction
6.
Provide Choices
 
18
 
Consequences
 
Lead to a change in behavior
Can be used for both minor and major incidents
Should be identified in advance
Should be administered effectively
 
Consequences
Consequences
 
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1.
Increases effectiveness
2.
Agreement on teacher- vs. office-managed
behaviors
3.
Consensus on range of actions – Classroom and
office
4.
Aligned with Tier 1 expectations and rules
5.
Multiple options address a variety of functions
6.
Improves data collection
 
*
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20
 
Menu of classroom consequences
 
 
1
st
 offence: Verbal warning
2
nd
 offense: lose recess minutes
3
rd
 Offense: time out in another classroom
4
th
 Offense: Parent phone call
5
th
 Offense: Office referral
 
 
A
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C
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1.
Match the severity of the
offense with the consequence
a.
Office Referrals
b.
Teacher-Managed
behaviors
 
2.
Provides an opportunity to
learn & practice appropriate
behaviors
 
3.
Monitor to ensure effectiveness
 
Effective Discipline Procedures
Effective Discipline Procedures
 Forms for Data Collection
 Forms for Data Collection
 
23
 
Minor Forms
 
TRADITIONALLY
 
o
Track # of times
behavior occurs
 
o
Purely documentation
to 
show
:
Interventions have
been tried
Cover teacher
Proof for suspension
or expulsion
 
PBS
 
o
To discover patterns so
that we can change
the behavior before it
results in a more sever
behavior or
consequence
 
Referral Forms
Referral Forms
 
M
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F
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s
1.
  Meaningful information for data-based problem-solving
2.
  Demonstrate patterns to change behavior
3.
  Document disciplinary actions/interventions
4.
  Generate ideas for interventions
5.
  Align with district/state documentation requirements
6.
  Efficiently record common disciplinary actions
7.
  Adhere to the school’s disciplinary referral  process
8.
  Communicate with stakeholders
a.
Consider limited space for narrative description
b.
Include enough detail to support data-based
     problem-solving
 
25
 
Referral Forms and
Referral Forms and
Effective Data-Based Problem-Solving
Effective Data-Based Problem-Solving
 
B
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1.
Who
2.
What
3.
Where
4.
When
5.
Why/Motivation (often missing)
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1.
Context: Activity/event occurring at the time of
incident
a.
transition, whole group instruction, seatwork, small group
2.
Others Involved: Peers, Adults
 
26
Resource
:
‘Minor forms
#1’ in
Attachments
Resource
:
‘Minor forms
#2’ in
Attachments
 
BASIS 3.0 is the
data collection
system for
office discipline
Referrals.
 
Effective Discipline
Effective Discipline
Procedures
Procedures
Developing a Coherent
Developing a Coherent
Discipline Referral
Discipline Referral
Process
Process
 
Discipline Referral Process
 
E
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P
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e
s
s
1.
Includes definitions, responses, & forms
2.
Facilitates consistency in discipline across campus
3.
Avoids long delays between the behavior and the disciplinary action
4.
Communicates with stakeholders
a.
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b.
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5.
Establishes re-entry procedures for staff and students
6.
Implemented with fidelity to facilitate data-based problem-solving
Resource
:
‘Discipline
Chart #1’ in
Attachments
Resource
:
‘Discipline
chart #2’ in
Attachments
Verbal Warning
Re-state
Expectation/Rule
SAMPLE INTERVENTIONS
Seating Change
Student Conference
Parent Contact
Student Contract
Redirection
Proximity
Loss of Privilege
Restitution
Apology
Verbal & Non-Verbal
Prompt
Reward Alternate Behavior
For Office Referrals
attach completed
copies of classroom
behavior reports
Student conference
Re-teach expectation
Parent contact
Detention
Refer to guidance
In-school suspension
Out school suspension
Recommend for
expulsion
 
Admin
determines
consequence
Copy of referral given
to teacher/staff
Copy retained at school
Copy of referral sent to
parent via student
Write a
referral &
escort
student to
office
IS THE
INCIDENT
MANAGED
IN THE ...
Behavior
stops no
further
action
OFFICE
CLASSROOM
2nd Step 
(same behavior)
Re-teach Expectation,
begin classroom behavior
report/apply intervention
4th Step
 ( same behavior)
Continue classroom
behavior report. Contact a
peer, guidance, or admin
for further
intervention/suggestions
3rd Step
 (same behavior)
apply intervention
contact parent
5th Step
 ( same behavior)
Refer to guidance or
complete office referral
form
Write a referral & escort
student to office
Behavior
stops no
further
action
Behavior
stops no
further
action
Behavior
stops no
further
action
Teacher Completes
Classroom
Assessment Tool
(CAT) to assess
variables in
classroom that may
be promoting
problem behavior
(i.e..   ecological,
classroom     behavior
system, &
curriculum/
instruction)
Martin County Schools: Hidden Oaks MS
Resource
:
“Discipline
chart #3’ in
Attachments
 
Comprehensive Approach to Discipline
Comprehensive Approach to Discipline
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Engage in active supervision
Address environment, curricula, and
instruction
Use pre-corrections/ prompts
 
(verbal,
visual,  physical)
 
Poll Questions
 
Upcoming Webinars
 
Next Steps....
 
Print up RtI:B Webinar Schedule
 
Print up 10 Critical Elements for reference
 
Print up attachments to to this webinar
 
Complete 
Effective Discipline Process and Flow Chart
Action Steps 
by 
11/18 
for next webinar:
 
Have your team join us on 11/19 for the next webinar:
 
Data Entry and Analysis
 
Contact information
 
Diversity, Prevention & Intervention
Lauderdale Manors Resource Center
754-321-1655
 
or visit our website at:
www.browardprevention.org
Slide Note

Hello and thank you for joining us today. We like to honor your time so will start promptly at 8:30.

You have logged onto the Tier 1 Response to Intervention for Behavior, or commonly known as RtI:B, Webinar. Tier 1 RtI:B focuses on addressing the behavior needs of ALL students.

My name is Micque Feldman and I am an instructional facilitator for the Diversity, Prevention & Intervention Department. I am joined today by Amber Boles, instructional facilitator and Tyyne Hogan, District Coordinator of RtI for Behavior.

If you have any questions throughout today’s webinar, please type them into the chat box and we will have a question and answer sessions at the end.

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This content focuses on RtI:B Tier 1 strategies to address the behavior of all students, emphasizing effective discipline procedures, team collaboration, data analysis, and faculty commitment. It delves into critical elements including developing responses to problem behavior and using various sources to define behaviors. The training opportunities and mission in Broward aim to support at-risk students and foster positive learning environments.


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  1. Tier 1 Response to Intervention for Behavior (RtI:B) Addressing the Behavior of All Students Diversity, Prevention & Intervention Dept.

  2. District RtI:B Mission Statement Tier 1 Training Across Broward To assist RtI:B teams in developing new, positively-oriented strategies that are grounded in research and support at-risk students while helping ALL successful learners and leaders. students become more Diversity, Prevention & Intervention Dept.

  3. Response to Intervention for Behavior RtI:B Webinar Series Training Opportunity: To review all 10 critical elements of Tier 1 Behavior Curriculum via monthly webinars Today s Webinar: Critical Element #3 Effective Procedures for Discipline Diversity, Prevention & Intervention Dept.

  4. RtI:B Tier 1 Ten Critical Elements 1. RtI:B Team, Administrative Support 2. Faculty Commitment 3. Effective Procedures for Discipline 4. Data Entry & Analysis 5. Expectations & Rules 6. Reward/Recognition Program 7. Lesson Plans for Teaching Behavior 8. Implementation Plan 9. Classroom PBS Systems (CHAMPs) 10. Evaluation Diversity, Prevention & Intervention Dept.

  5. Poll Questions Diversity, Prevention & Intervention Dept.

  6. Effective Discipline Procedures Definitions Developing Effective Responses to Problem Behavior Forms and Data Collection Developing a Coherent Office Discipline Referral Process Diversity, Prevention & Intervention Dept.

  7. Effective Discipline Procedures Definitions Diversity, Prevention & Intervention Dept. 7

  8. Sources for Defining Problem Behaviors 1. District Code of Conduct 2. Discipline Matrix 3. District database 4. RtI:B Database 5. School Environmental Safety Incident Report SESIR Districts are required to report data to DOE www.fldoe.org/safeschools/sesir Diversity, Prevention & Intervention Dept. 8

  9. Defining Incident Levels Office-Managed Incidents (Majors) a. Handled by the administration b. Physical fights, property damage, weapons, tobacco Teacher-Managed Incidents (Minors) a. Handled quickly and efficiently b. Typically by the classroom teacher c. Handled where incident occurred d. Tardy, lack of materials, incomplete assignments, gum chewing Crisis Incidents a. Require an immediate response from administration and/or crisis response team b. Bomb Threats, weapons alerts, intruder, fire evacuations, etc. 1. 2. 3. *Consult district and school policies for crisis incidents Diversity, Prevention & Intervention Dept. 9

  10. Diversity, Prevention & Intervention Dept.

  11. Why do we define behaviors? Teacher 1 Teacher 2 Student taps pencil on his desk Student taps pencil on his desk Response: Writes an office discipline referral Response: Teacher uses a menu of consequences 1)verbal warning. 2)Move behavior clip 3)Write in behavior log Student is removed from class reports to office Student loses 1 hour of instructional time Student stays in class and continues learning Diversity, Prevention & Intervention Dept.

  12. Possible Teacher-Managed Behaviors Model Exp Behavior Reward Alternative State Rule Student Practices Recognize Effort Teacher-Managed Behaviors Peer Mediation Redirection Behavior Apology Contract Prompt Gum Chewing Talking out of turn Inappropriate verbal language Physical contact Defiance/disrespect/ non-compliance Property misuse Disruption Diversity, Prevention & Intervention Dept.

  13. Possible Administrative Decisions Conference with Loss of Privilege Saturday School Individualized Parent Contact Out/Detention Time in Office Out-of-school Office-Managed Behavior Categories Suspension Suspension Instruction Expulsion In-school Student Time Abusive/Inappropriate Language Alcohol Arson Bomb threat/False alarm Combustibles Defiance/Disrespect/ Insubordination/ Non-compliance Disruption Dress Code Violation Fighting/Physical Aggression Forgery/Theft Harassment/Tease/Taunt Lying/Cheating Other Drugs Property Damage Skip class/Truancy Tardy Tobacco Vandalism/Property Damage Weapons Diversity, Prevention & Intervention Dept.

  14. Effective Discipline Procedures Developing Effective Responses to Problem Behavior Diversity, Prevention & Intervention Dept. 14

  15. The ABCs of Behavior A B C Antecedent- What happened before the behavior? Behavior- What is the misbehavior? Consequence-What happened after the misbehavior? Diversity, Prevention & Intervention Dept.

  16. ABCs of Behavior Antecedents Consequences Behavior Events in the environment that occur prior to a behavior Events/responses immediately following a behavior Observable, measurable actions Increase the likelihood specific behaviors will occur Informs what skills to teach (Tier 1 Expectation) Reinforces behavior Helps determine function (motivation) of the behavior Inform interventions (Prevention) Informs effective responses Diversity, Prevention & Intervention Dept. 16

  17. Patterns of Behavior Once you have identified patterns of behavior: Proactive (Environmental): try to prevent the behaviors from recurring; look at the antecedents and environment Educative (Replacement Behaviors): first we need to making sure we teach/re-teach desired behavior; teach a replacement behavior Reinforcement (Encourage appropriate behaviors and discourage problem behaviors): make sure we only reinforce those behavior we desire, are we addressing the function of the behavior, make sure we are not reinforcing the undesired behavior Diversity, Prevention & Intervention Dept.

  18. Preventing Problem Behavior (Antecedents) 1. Develop positive relationships with students 2. Continuous teaching & rewarding 3. Active Supervision 4. Modify the environment and/or instruction a. Traffic flow, tempting materials, line of sight, organization, visual boundaries b. Change schedule c. Interesting & engaging instruction (adapt curriculum, special assignment, tutoring, computer/ internet work, role play) 5. Provide prompts/Pre-Correction 6. Provide Choices Diversity, Prevention & Intervention Dept. 18

  19. Consequences Lead to a change in behavior Can be used for both minor and major incidents Should be identified in advance Should be administered effectively Diversity, Prevention & Intervention Dept.

  20. Consequences Identify Consequences in Advance 1. 2. Increases effectiveness Agreement on teacher- vs. office-managed behaviors Consensus on range of actions Classroom and office Aligned with Tier 1 expectations and rules Multiple options address a variety of functions Improves data collection 3. 4. 5. 6. *Refrain from taking or threatening to take away an earned reward! Diversity, Prevention & Intervention Dept. 20

  21. Menu of classroom consequences 1st offence: Verbal warning 2nd offense: lose recess minutes 3rd Offense: time out in another classroom 4th Offense: Parent phone call 5th Offense: Office referral Diversity, Prevention & Intervention Dept.

  22. Administering Consequences 1. Match the severity of the offense with the consequence a. Office Referrals b. Teacher-Managed behaviors 2. Provides an opportunity to learn & practice appropriate behaviors 3. Monitor to ensure effectiveness Diversity, Prevention & Intervention Dept.

  23. Effective Discipline Procedures Forms for Data Collection Diversity, Prevention & Intervention Dept. 23

  24. Minor Forms TRADITIONALLY PBS o Track # of times behavior occurs o To discover patterns so that we can change the behavior before it results in a more sever behavior or consequence o Purely documentation to show: Interventions have been tried Cover teacher Proof for suspension or expulsion Diversity, Prevention & Intervention Dept.

  25. Referral Forms Major and Minor Forms 1. Meaningful information for data-based problem-solving 2. Demonstrate patterns to change behavior 3. Document disciplinary actions/interventions 4. Generate ideas for interventions 5. Align with district/state documentation requirements 6. Efficiently record common disciplinary actions 7. Adhere to the school s disciplinary referral process 8. Communicate with stakeholders a. Consider limited space for narrative description b. Include enough detail to support data-based problem-solving Diversity, Prevention & Intervention Dept. 25

  26. Referral Forms and Effective Data-Based Problem-Solving Basic information 1. Who 2. What 3. Where 4. When 5. Why/Motivation (often missing) Additional information 1. Context: Activity/event occurring at the time of incident a. transition, whole group instruction, seatwork, small group 2. Others Involved: Peers, Adults Diversity, Prevention & Intervention Dept. 26

  27. Resource: Minor forms #1 in Attachments Diversity, Prevention & Intervention Dept.

  28. Diversity, Prevention & Intervention Dept.

  29. BASIS 3.0 is the data collection system for office discipline Referrals. Diversity, Prevention & Intervention Dept.

  30. Diversity, Prevention & Intervention Dept.

  31. Diversity, Prevention & Intervention Dept.

  32. Diversity, Prevention & Intervention Dept.

  33. Diversity, Prevention & Intervention Dept.

  34. Diversity, Prevention & Intervention Dept.

  35. Effective Discipline Procedures Developing a Coherent Discipline Referral Process Diversity, Prevention & Intervention Dept.

  36. Discipline Referral Process Effective Process 1. Includes definitions, responses, & forms 2. Facilitates consistency in discipline across campus 3. Avoids long delays between the behavior and the disciplinary action 4. Communicates with stakeholders a. Staff involved b. Families: Direct, timely notice c. Students: Reviews their responsibilities 5. 6. Establishes re-entry procedures for staff and students Implemented with fidelity to facilitate data-based problem-solving Diversity, Prevention & Intervention Dept.

  37. Consistently Teach and Re-Teach Tier 1 Rules/Expectations Observe and identify problem behavior Staff managed Is the behavior Teacher or Administration managed? Administration managed Redirect student Re-teach behavior Teacher/Staff vs. Administration Managed Managed Conference with student on inappropriate behavior in this situation and of potential + /- consequences Referring Teacher/Staff Member completes discipline referral and contacts parent Aggressive physical contact Bullying/Harassment Fighting Property destruction Weapons Leaving School property Pattern of aggressive/profane language Dress Code Credible threats Major/chronic destruction Major/chronic refusal to follow school rules Theft Racial/Ethnic discrimination Cheating Inappropriate use of internet Direct refusal of authority Failure to be in assigned place Inappropriate language Tardiness Calling out Teasing Inattentive Behavior Invading personal space Lying/giving false information Minor disruption Minor aggression-grabbing items; pushing past someone Unsafe or rough play Misusing property-throwing or damaging items Disrespectful Tone Pattern of not completing homework Complete Administration follows up teacher/staff member Detention Slip and Contact Parent Teacher and guidance counselor work with student to re-teach behavior and propose strategies for success Administrative action Did the behavior change? Administration submits referral for data input YES NO Notice and reward correct behaviors Complete Discipline Referral and send student and referral to the discipline office Seminole County: Longwood Elementary

  38. OFFICE IS THE INCIDENT MANAGED IN THE ... CLASSROOM Behavior stops no further action Verbal Warning Re-state Expectation/Rule SAMPLE INTERVENTIONS Seating Change Student Conference Parent Contact Student Contract Redirection Proximity Loss of Privilege Restitution Apology Verbal & Non-Verbal Prompt Reward Alternate Behavior Write a referral & escort student to office 2nd Step (same behavior) Re-teach Expectation, begin classroom behavior report/apply intervention Behavior stops no further action Admin determines consequence 3rd Step (same behavior) apply intervention contact parent Behavior stops no further action Teacher Completes Classroom Assessment Tool (CAT) to assess variables in classroom that may be promoting problem behavior (i.e.. ecological, classroom behavior system, & curriculum/ instruction) 4th Step ( same behavior) Continue classroom behavior report. Contact a peer, guidance, or admin for further intervention/suggestions Copy of referral given to teacher/staff Copy retained at school Copy of referral sent to parent via student Behavior stops no further action Student conference Re-teach expectation Parent contact Detention Refer to guidance In-school suspension Out school suspension Recommend for expulsion For Office Referrals attach completed copies of classroom behavior reports 5th Step ( same behavior) Refer to guidance or complete office referral form Write a referral & escort student to office Martin County Schools: Hidden Oaks MS

  39. Comprehensive Approach to Discipline Teach & reward appropriate behavior Engage in active supervision Address environment, curricula, and instruction Use pre-corrections/ prompts(verbal, visual, physical) Prevent Instruction tied to Tier 1 Expectations Practice appropriate alternatives Hierarchy of consequences (severity, motivation) Verbal de-escalation (CPI Institute) Monitor effectiveness Respond Communication Re-Entry Procedures Follow-Up

  40. Poll Questions Diversity, Prevention & Intervention Dept.

  41. Upcoming Webinars Date Webinar Topic Data Entry/Analysis Thursday- November 19, 2015 Thursday- December 17, 2015 Rules and Expectation Thursday- January 21, 2016 Reward and Recognition Programs Thursday- February 25, 2016 SPBP Best Practice Thursday- March 31, 2016 Lesson Plans for Teaching Behavior Thursday- April 28, 2016 Implementation Plan Thursday- May 25, 2016 Classroom PBIS Systems & Evaluations Diversity, Prevention & Intervention Dept.

  42. Next Steps.... Print up RtI:B Webinar Schedule Print up 10 Critical Elements for reference Print up attachments to to this webinar Complete Effective Discipline Process and Flow Chart Action Steps by 11/18 for next webinar: Have your team join us on 11/19 for the next webinar: Data Entry and Analysis Diversity, Prevention & Intervention Dept.

  43. Contact information Diversity, Prevention & Intervention Lauderdale Manors Resource Center 754-321-1655 or visit our website at: www.browardprevention.org Diversity, Prevention & Intervention Dept.

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