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Effective Procedures for Dealing with Discipline and Challenging Behaviors.

Wesley Spectrum High School provides transformational support for children and families as they strive to become more independent, responsible, and caring members of the community. This article explores the functions of challenging behaviors and provides examples, along with the school's PBIS mission statement and the use of the Therapeutic Milieu philosophy. It also discusses the progressive discipline continuum of consequences, the use of point sheets for behavior tracking, and the role of the student council in addressing challenging behaviors. The article concludes with three core beliefs for effectively addressing challenging behaviors in schools.

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Effective Procedures for Dealing with Discipline and Challenging Behaviors.

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  1. Effective Procedures for Dealing with Discipline and Challenging Behaviors. Wesley Spectrum High School

  2. Providing transformational support for children and families as they strive to become more independent, responsible, and caring members of the community

  3. What Are The Functions of Challenging Behaviors? • A way to express feelings… • A push back on the system… • Lack of understanding on how to behave… • A symptom of a larger issue… • Other ideas?

  4. Some Examples of Challenging Behaviors

  5. Wesley Spectrum High School PBIS Mission Statement Wesley Spectrum High School is dedicated to creating an environment to encourage individual and community success by embracing personal accountability and mutual respect. We believe that all members of our learning community will strive to be their best when given the right tools and opportunity.

  6. The Milieu Philosophy The Therapeutic Milieu • An intentionally created environment that facilitates and promotes the treatment and education of young people. This does not require a special placement or “therapist” to do. PBIS lends itself perfectly to creating an open milieu (environment) where the students needs are addressed with structure, openness, fairness and accountability.

  7. Components of a Milieu • Containment/Safety • Support/Relationships • Structure • Involvement/Group cohesion • Validation/Independence

  8. Using The T-Chart and Definitions The T-chart and definitions are live documents. WSHS has developed a definition and procedure for every challenging behavior we have come across.

  9. Progressive DisciplineContinuum of Consequences • Individual Safety Assessments • R.I.S.C. – Students must demonstrate: Recovery, Initiative, Safety and Control • Student decides time needed (with staff assistance/direction) • Does not have a set time frame to fulfill • Restriction of Movement (In-school Suspension) • Same objective as ISA – R.I.S.C. • Staff direct time to fulfill • Set time frame by staff

  10. The Use of the Point Sheet Point sheets are used by every student in the Wesley Spectrum High School. Trends in behaviors can be easily tracked throughout the day and the stigma of data collection is reduced. Students participate in self reflection and goal setting. They review behaviors along with staff to increase that partnership and accountability.

  11. The “5th” Goal Using Data- point sheets, Discipline Referral Form (DRF),SWIS, staff report and core team observation- we are able to identify building wide problem behaviors. The identifiable behavior is introduced to staff and then students (parents when appropriate) with a coordinating lesson plan and goal. When 75-80% of the students have reached the goal, a building wide reward or celebration is scheduled.

  12. What about the Data? • The “DRF” – discipline referral form • Track major behaviors • Track the continuum of consequences • SWIS • Core Team Decisions • The 5th Goal/Point Sheets • Incentives and Behavior Tracking

  13. Student Council- the Student Core Team • One of the best ways to combat challenging behaviors is to get insight into them through the eyes of the students! • Using students as a resource • All students should be given the opportunity to participate in student government. • Our Story of Success…

  14. Our Three Core Beliefs…. Proactivity- Don’t wait until a problem becomes a school wide issue to make it a school wide concern. Transparency- Fill staff, students and families in on the trending challenging behaviors that are developing in your school. Parallel Process- Challenging behaviors are not just a concern for staff and administration. When challenging behaviors overrun the school, the students act out of frustration, creating new issues. The cycle continues.

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