Complete the online module to learn how to define, measure and monitor problem behaviors: Defining, Measuring and Monitoring Behaviors
Read pages 185 -192 of the Tier 1 Workbook to gain a foundational knowledge on defining expectations
Use the template to define behaviors
Read pages 209 - 213 of the Tier 1 Workbook to gain a foundational knowledge on creating a discipline flow chart
Use the template to create a behavior flow chart
An alternative template to create a Behavior Flow chart for specific behavior
Complete the activity on page 213 of the Tier 1 Workbook to plan professional development to communicate behavior definitions and behavior flow chart
Suggested strategies for professional development that calibrates staff to the behavior flow chart
Incorportate behavior definitions and flow chart into Student Code of Conduct and/or PBIS Handbook
Complete pages 43-47 of the NE PBIS Tier 1 Training Workbook
Learn the definitions for behaviors from the PBIS applicaiton, SWIS (School-Wide Information System)
Use the worksheet to create common definitions of behaviors
Read the article, Putting a Definition Back in Defiance, to learn more about defining defiance
Review the powerpoint on Feature 1.5 and 1.6 from Midwest PBIS
Identify and define problem behaviors
Create a behavior flow chart
Communicate behavior definitions and behavior flow chart with staff and familes
PBIS is not discipline free, however, discipline practices need to aling with PBIS practices. The definition of problem behaviors and how staff handle them should not be subjective and it should not fluctuate as students proceed through their day.
The first step to acheive this is to define problem behaviors. This provides staff with a common vocabulary and ensures that problem behaviors are identified correctly and consistently across staff. Problem behavior definitions also need to be communicated and taught, just as behavior expectations are, so "what not to do" is just as clear as "what to do".
Determing how behaviors are addressed continues to align practices and is acheived through the creation of a behavior flow chart. This flow chart identifies specific behaivors that should be managed in the classroom and those that should be office managed. This process can take lots of professional development in order to calibrate staff mindsets, so that the behavior flow chart is followed. However, doing so is essential to making sure accurate discipline data is collected, ensuring that future problem solving processes and/or action plans are created with fidelity.