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

1. Mark’s Nov. 18 and 19, Cohort 9b PowerPoints are at: tinyurl.com/Cohort-9b Choose: PowerPoint (must download to edit or follow links to videos) or PDF (links are live before and after downloading, but cannot be edit PDFs. Mark.Tateosian@anoka.k12.mn.us

2. SW-PBISTending the Garden with Procedures for Discouraging Behavior Violations Mark Tateosian Anoka-Hennepin Schools Nov. 19, 2013 Metro SW-PBIS Winter Training

3. Outcomes • Be able to explain how to create and to giveexamples of: • Definitions of rule violations • Procedures for processing rule violations • Procedures for implementing definitions and procedures • As a team, be able to develop and implement procedures for the above in ways that fit your school.

4. How will we get there? Defining rule violations Procedures for processing rule violations Procedures for implementing definitions and procedures Supported planning Corners sharing

5. Successful plants are linked to gardens that are fertilized, tilled, watered, and weeded. Garden Logic (Modified from Zins & Ponti, 1990)

6. Systems Logic Successful student behavior is linked to school climates that are effective, efficient, relevant, and durable (Zins & Ponti, 1990)

7. How do “Procedures for Discouraging Behavior Violations” fit in with the features of PBIS?

8. How do we approach our work? Outcomes Data Practices Social Competence & Academic Achievement Systems Supporting Student Behavior Supporting Staff Behavior Supporting Decision Making

9. 5 Systems Non- Classroom Classroom Family School- wide Student

10. Tiers of Interventions Strategies Few Some All

11. 1 7. Discouraging Behavior Violations • 2 • 3 SWPBS Workbook pp. 70, 71

12. 7. Discouraging Behavior Violations 1 • 2 • 3 SWPBS Workbook pp. 70, 71

13. Defining Are norm-violating behavior definitions clear and mutually exclusive? Are the school’s reactions to norm-violating behaviors communicated? Practices

14. 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. Clear Definition? Reaction Communicated?

15. DISRUPTIONS • Disruptions are behaviors that interfere with teaching, learning, ororderly 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. Clear Definition? Mutually Exclusive from Insubordination? Reaction Communicated?

16. continuum of severity Comprehensive, in measurable terms, minimal overlap Practices SWPBS Workbook p. 72

17. Insubordination continuum of severity Minor Major 1 Major 2 Major 3 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. Refusing to comply with a reasonable directive of staff in classroom. Refusing to comply with a reasonable directive of staff in halls. Won’t move seat. Refuses to leave cafeteria, refuses to sit in an assembly. Won’t clean up their mess. Won’t stop aggressive horseplay. Practices SWPBS Workbook p. 72

18. 7. Discouraging Behavior Violations SWPBS Workbook pp. 70, 71

19. 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 tardy 4. Auto-dialer, Office warning mailed 5. Auto-dialer, Officedetention, if period 1 and vehicle used warn regarding suspension of parking permit 6. Auto-dialer 7. Auto-dialer, Officedetention, call parent, if per. 1 suspend parking permit for 5 days 8. Auto-dialer 9. Auto-dialer 10. 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-dialer 12. Auto-dialer 13. Auto-dialer, Officedetention, student conference, call parent,if vehicle used suspend permit for 9 weeks, Systems

20. EXCESSIVE ILLNESSES • 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.” • 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.” • 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

21. Comprehensive, in measurable terms, minimal overlap Agreement regarding administrative vs. teacher/staff responsibilities SWPBS Workbook p. 72

22. Insubordination Major 3 Minor Major 1 Major 2 Minor Major 1 Major 2 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. Refusing to comply with a reasonable directive of staff in classroom. Definitions Won’t move seat. Refuses to leave cafeteria, refuses to sit in an assembly. Won’t clean up their mess. Won’t stop aggressive horseplay. Examples Teacher conference with student Possible teacher call to parent Refer to office Detention Refer to office 1 day in MLC Refer to office Parent conference Procedures

23. 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

24. Office Discipline Form Guidelines • 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

25. Office Behavior Referral Flowchart Student goes to office Awaits Dean and completes Behavior Processing Form • Dean 1 A-K Or Back-up START Teacher Refers Dean enters referral into system • Dean 2 L-Z • Or Back-up Email referral to clerk Clerk notifies appropriate dean Data uploaded to data warehouse daily Teacher notified of action taken Data collected prior to weekly PBIS Meeting Systems

26. Behavior Processing Form 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____ • 2. What has been your relationship with this teacher • Great • Great until today • Pretty good • Pretty good until today • OK • OK until today • Not so good • Pretty bad Systems

27. 3. When asked to leave the class, where were you? • In your assigned seat • At the door • At the pencil sharpener • At the teacher’s desk • At another student’s desk • Other ________________ • 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. Behavior Processing Form

28. Behavior Processing Form • Please describe what your teacher was doing just before you were asked you to leave the class. • Do you feel you were treated fairly? Yes / No • Why? • 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.

29. Procedure for Behavior Processing Form • 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 Systems

30. “This a process…”

31. Special Education Behavior Support Systems Systems

32. Is this a safety, chemical issue; a significant or ongoing harassment issue; or gross insubordination? START Classroom Interventions* No *Possible Classroom Interventions Proximity Redirection Conference with Student Parent Call Parent Conference Detention with Teacher Loss of Participation/Citizenship Point Encouragement Review of Expectations Restitution De-escalation Student Calls/Emails Parent Effective? Yes Refer to Admin. NEXT PAGE

33. FROM LAST PAGE Refer to BM** NEXT PAGE **Possible BM Interventions Student Conference Parent Call Processing From Cool-off Time Problem Solving Restitution Facilitate Meeting with Teacher Consult with Dean/CM/AS Behavior Contract Mediation De-escalation No Classroom Interventions* Can Class Continue? Effective? END No Yes Yes Consult with CM/BM/Dean to Plan Interventions Implement Planned Interventions

34. FROM LAST PAGE Refer to BM** END Ready toReturn*? END Yes Yes Ready toReturn*? Implement Planned Interventions No Consult with CM/Dean/AP to Plan Interventions No Ready toReturn*? Refer to AP *Determining if Student isReady to Return Student Takes Responsibility for Behavior Student Calmly and Accurately Talks through Issue No Yes Team Meeting END

35. 7. Discouraging Behavior Violations SWPBS Workbook pp. 70, 71

36. Teaching Procedures:New Teacher Orientation Topics, Fall Workshop, Winter Staff Meeting • Behavior • Classroom • Office Support • Bottom line office issues • Safety • Chemicals • Gross insubordination • Harassment • Unexcused Absences • Classroom • Office Support • Unexcused Tardies • Classroom • Office Support

37. Informing Families Quick Reference Guide for 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.

38. Quick Reference Guide • for 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. 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. … • 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.

39. 7. Discouraging Behavior Violations 1 • 2 • 3 SWPBS Workbook pp. 70, 71

40. 1 • 2 • 3 SWPBS Workbook pp. 70, 71

41. Ready, Set, Grow! http://www.youtube.com/watch?v=u90qRE2F7CM

42. Questions or Friendly Comments Responding to Rule Violations Mark Tateosian Mark.Tateosian@anoka.k12.mn.us Anoka-Hennepin Public Schools