TFI 1.5 IMPLEMENTATION: Problem Behavior Definitions
School has clear definitions for behaviors that interfere with academic and social success and a clear policy/procedure (e.g., flowchart) for addressing office-managed vs. staff-managed problems.
Practices are the interventions and strategies that are evidence-based in achieving the valued or expected outcomes. Prevention practices include defining, teaching, modeling, monitoring and acknowledging expected behaviors as well as practices for responding to students’ disruptive behaviors in class and non-classroom settings.
Practices are the interventions and strategies that are evidence-based in achieving the valued or expected outcomes. Prevention practices include defining, teaching, modeling, monitoring and acknowledging expected behaviors as well as practices for responding to students’ disruptive behaviors in class and non-classroom settings.
TFI 1.5 Big Ideas
TFI 1.5 Big Ideas
In this element, TFI 1.5, the Team, with input from staff, will develop policy and procedures to support staff in responding to behaviors that interfere with academic/social success.
In this element, TFI 1.5, the Team, with input from staff, will develop policy and procedures to support staff in responding to behaviors that interfere with academic/social success.
NOTE: This element may require more time and/or effort than the previous four, as its implementation will likely challenge current cultural beliefs and practices. In the end, by working through this element together, staff will be better positioned to tackle the next three elements (TFI 1.6, TFI 1.7, TFI 1.8).
NOTE: This element may require more time and/or effort than the previous four, as its implementation will likely challenge current cultural beliefs and practices. In the end, by working through this element together, staff will be better positioned to tackle the next three elements (TFI 1.6, TFI 1.7, TFI 1.8).
Big Ideas - TFI 1.5.pptx
Culturally Responsive - TFI 1.5 Elaboration
Teams and school staff understand the difference between universally unacceptable and situationally inappropriate behaviors1 and take responsibility for teaching what is wanted at school without devaluing what may be acceptable at home or in the community. Behaviors determined to be unacceptable in the school setting must be grounded in actual purpose (e.g., to keep students safe). Differences between school and home/community definitions of unacceptable or undesirable behaviors are discussed and mitigated with families and community so that schools truly reflect the communities they serve.
Positive relationships between students and adults are reciprocal, attuned, culturally responsive, and trusting. These relationships provide a sense of security and inclusion, enhance student resilience and coping, protect students from risk factors such as trauma, and contribute to higher engagement and achievement and positive long-term outcomes. Relationships are supported by learning environments that provide structures for safety and belonging. These environments include consistent, restorative discipline practices and opportunities for collaborative work that reinforce SEL and support community building, student engagement, and equitable outcomes.
Positive relationships between students and adults are reciprocal, attuned, culturally responsive, and trusting. These relationships provide a sense of security and inclusion, enhance student resilience and coping, protect students from risk factors such as trauma, and contribute to higher engagement and achievement and positive long-term outcomes. Relationships are supported by learning environments that provide structures for safety and belonging. These environments include consistent, restorative discipline practices and opportunities for collaborative work that reinforce SEL and support community building, student engagement, and equitable outcomes.
CASEL: SEL Roadmap for Reopening Schools (3.1)
Policy - Problem Behaviors
Policy - Problem Behaviors
In TFI 1.5, the Team will seek input from the school community (staff, family and students) to develop a Problem Behavior Policy. The purpose of the policy is to outline how all staff (classified/certificated/admin.) are expected to respond to Problem Behaviors.
In TFI 1.5, the Team will seek input from the school community (staff, family and students) to develop a Problem Behavior Policy. The purpose of the policy is to outline how all staff (classified/certificated/admin.) are expected to respond to Problem Behaviors.
Problem Behavior Policy
Problem Behavior Policy
School-Wide Discipline Policy - Template
School-Wide Discipline Policy - Template
For more information on policy writing, go to TFI 1.6.
The Problem Behavior Policy is a written statement that establishes PBIS & RJ as guiding frameworks for responding to problem behaviors.
The Problem Behavior Policy is a written statement that establishes PBIS & RJ as guiding frameworks for responding to problem behaviors.
The policy should answer the following questions:
The policy should answer the following questions:
WHY is a Problem Behavior Policy necessary?
WHY is a Problem Behavior Policy necessary?
The answer should provide staff with a clear rationale as to why consistently utilizing PBIS/RJ principles to correct problem behaviors is a site priority.
The answer should provide staff with a clear rationale as to why consistently utilizing PBIS/RJ principles to correct problem behaviors is a site priority.
HOW do Proactive, Instructive, and/or Restorative approaches support the Problem Behavior Policy?
HOW do Proactive, Instructive, and/or Restorative approaches support the Problem Behavior Policy?
The answer should provide staff with a clear statement as to how each of the selected approaches assist in creating the conditions necessary to effectively respond to problem behaviors.
The answer should provide staff with a clear statement as to how each of the selected approaches assist in creating the conditions necessary to effectively respond to problem behaviors.
WHICH Proactive, Instructive, and/or Restorative practices are necessary to support implementation of the Problem Behavior Policy?
WHICH Proactive, Instructive, and/or Restorative practices are necessary to support implementation of the Problem Behavior Policy?
The answer should provide staff with the specific Practices they will utilize when responding to problem behaviors.
The answer should provide staff with the specific Practices they will utilize when responding to problem behaviors.
WHAT procedures are necessary to implement the Problem Behavior Policy?
WHAT procedures are necessary to implement the Problem Behavior Policy?
The answer should provide staff with a clear description of the processes and actions they will take when addressing problem behaviors - may include flowcharts.
The answer should provide staff with a clear description of the processes and actions they will take when addressing problem behaviors - may include flowcharts.
Mindsets to Support the Problem Behavior Policy
Mindsets to Support the Problem Behavior Policy
SBCUSD believes that behaviors are learned and are best taught within a community that intentionally builds, maintains and repairs relationship. Therefore, all schools are expected to implement PBiS and RJ approaches to support problem behaviors. Despite the district mandate, each staff member has their own approach when it comes to addressing problem behaviors.
SBCUSD believes that behaviors are learned and are best taught within a community that intentionally builds, maintains and repairs relationship. Therefore, all schools are expected to implement PBiS and RJ approaches to support problem behaviors. Despite the district mandate, each staff member has their own approach when it comes to addressing problem behaviors.
Work of the Team: Build consensus regarding when, why and how each of the following approaches are used.
Work of the Team: Build consensus regarding when, why and how each of the following approaches are used.
Zero Tolerance (SBCUSD: 1980s - present) believes misbehaviors are best eliminated by taking a harsh stance on Minor Offenses and Major Infractions for the purpose of sending a clear message that problem behaviors will not be tolerated. Typical responses to problem behaviors include exclusion and/or punishment. Research indicates this led to "worse academic performance, lower levels of school engagement, greater chance of leaving school before graduating, increased likelihood of future involvement with the criminal justice system, higher levels of school violence and anti-social behavior (How Exclusionary Discipline Creates Disconnected Students; The School to Prison Pipeline - Time to Shut it Down). Zero Tolerance responses are reserved for administrators to use when students pose a danger to self or others.
Zero Tolerance (SBCUSD: 1980s - present) believes misbehaviors are best eliminated by taking a harsh stance on Minor Offenses and Major Infractions for the purpose of sending a clear message that problem behaviors will not be tolerated. Typical responses to problem behaviors include exclusion and/or punishment. Research indicates this led to "worse academic performance, lower levels of school engagement, greater chance of leaving school before graduating, increased likelihood of future involvement with the criminal justice system, higher levels of school violence and anti-social behavior (How Exclusionary Discipline Creates Disconnected Students; The School to Prison Pipeline - Time to Shut it Down). Zero Tolerance responses are reserved for administrators to use when students pose a danger to self or others.
PBIS - Positive Behavioral Interventions & Supports (SBCUSD: 2004 - present) believes problem behaviors are best corrected by taking a trauma-sensitive, instructional stance to problem behaviors for the purpose of coaching students to achieve behavior success. Typical responses to problem behaviors include making modifications to the environment and increasing the explicitness of instruction, practice, and feedback. PBiS is a set of evidence-based practices, when implemented with fidelity will lead to increased academic outcomes, increased social/behavioral success, and decreased need for disciplinary actions (Positive Behavioral Interventions - NEA). PBIS practices are to be used by all staff/administration to support social/behavioral skill development.
PBIS - Positive Behavioral Interventions & Supports (SBCUSD: 2004 - present) believes problem behaviors are best corrected by taking a trauma-sensitive, instructional stance to problem behaviors for the purpose of coaching students to achieve behavior success. Typical responses to problem behaviors include making modifications to the environment and increasing the explicitness of instruction, practice, and feedback. PBiS is a set of evidence-based practices, when implemented with fidelity will lead to increased academic outcomes, increased social/behavioral success, and decreased need for disciplinary actions (Positive Behavioral Interventions - NEA). PBIS practices are to be used by all staff/administration to support social/behavioral skill development.
RJ - Restorative Justice (SBCUSD: 2013 - present) believes behaviors are best supported by taking a trauma-sensitive, relational stance to behaviors for the purpose of supporting those who caused harm and those who were harmed. Typical responses to problem behaviors that caused harm to others include affective statements, restorative conversations, restorative circles, and restorative conferences. RJ is a set of evidence-based practices, when implemented with fidelity will lead to increased academic outcomes, increased social/relational success, and restorative disciplinary actions where harm is repaired (Restorative Justice: Fostering Healthy Relationships & Promoting Positive Discipline in Schools). RJ practices are to be used by all staff/administration to support social/relational behavior.
RJ - Restorative Justice (SBCUSD: 2013 - present) believes behaviors are best supported by taking a trauma-sensitive, relational stance to behaviors for the purpose of supporting those who caused harm and those who were harmed. Typical responses to problem behaviors that caused harm to others include affective statements, restorative conversations, restorative circles, and restorative conferences. RJ is a set of evidence-based practices, when implemented with fidelity will lead to increased academic outcomes, increased social/relational success, and restorative disciplinary actions where harm is repaired (Restorative Justice: Fostering Healthy Relationships & Promoting Positive Discipline in Schools). RJ practices are to be used by all staff/administration to support social/relational behavior.
Given the complexity of competing approaches outlined above, it will be critical for the Team to articulate a clear rationale for adopting a proactive, instructional, and restorative approach. The amount of time required to come into agreement on the answer to the question 'WHY adopt a PBiS/RJ approach' will be determined by the climate and culture of the school. Surveys, interviews, and review of data can assist the Team in gaining a deeper understanding of current staff beliefs and practices.
Given the complexity of competing approaches outlined above, it will be critical for the Team to articulate a clear rationale for adopting a proactive, instructional, and restorative approach. The amount of time required to come into agreement on the answer to the question 'WHY adopt a PBiS/RJ approach' will be determined by the climate and culture of the school. Surveys, interviews, and review of data can assist the Team in gaining a deeper understanding of current staff beliefs and practices.
Definitions to Support the Problem Behavior Policy
Definitions to Support the Problem Behavior Policy
The following words often mean different things to different people, which often leads to confusion.
The following words often mean different things to different people, which often leads to confusion.
Work of the Team: Share the following definitions with staff.
Work of the Team: Share the following definitions with staff.
Problem Behavior: Behaviors that impede the learning of a student and/or their peers.
Problem Behavior: Behaviors that impede the learning of a student and/or their peers.
Chronic Minor Offense: A pattern of Minor Offenses that persists over time despite the use of Effective Classroom Practices.
Chronic Minor Offense: A pattern of Minor Offenses that persists over time despite the use of Effective Classroom Practices.
Discipline: The practice of instructing and training in accordance with the rules; an activity to improve a skill. Note: Equipping students for behavioral and social success is a school-wide responsibility which requires the commitment and effort of all adults - not just a select few who are perceived as 'disciplinarians.'
Discipline: The practice of instructing and training in accordance with the rules; an activity to improve a skill. Note: Equipping students for behavioral and social success is a school-wide responsibility which requires the commitment and effort of all adults - not just a select few who are perceived as 'disciplinarians.'
Intervention: Specific actions taken for the purpose of changing or replacing a behavior. According to the TFI, interventions must include additional instruction/time for student skill development, additional structure/predictability and/or increased opportunity for feedback.
Intervention: Specific actions taken for the purpose of changing or replacing a behavior. According to the TFI, interventions must include additional instruction/time for student skill development, additional structure/predictability and/or increased opportunity for feedback.
Consequence: The relation of a result to its cause - every action has a consequence. There are four types of consequences: Positive Reinforcement, Negative Reinforcement, Punishment, Penalties. Note: Interventions and consequences are not synonymous. Every interaction has a consequence. But every interaction DOES NOT lead to an intervention.
Consequence: The relation of a result to its cause - every action has a consequence. There are four types of consequences: Positive Reinforcement, Negative Reinforcement, Punishment, Penalties. Note: Interventions and consequences are not synonymous. Every interaction has a consequence. But every interaction DOES NOT lead to an intervention.
TEAM: The amount of time spent on this step will be determined by the climate & culture of the school. Staff may benefit from additional readings, facilitated discussions, PD, etc. Here you will find a slide deck that may help lead this discussion with your staff -
TEAM: The amount of time spent on this step will be determined by the climate & culture of the school. Staff may benefit from additional readings, facilitated discussions, PD, etc. Here you will find a slide deck that may help lead this discussion with your staff -
Procedures to Support the Problem Behavior Policy
Procedures to Support the Problem Behavior Policy
Procedures to Support the Policy
Problem Behavior Procedures are the instructions or steps that describe how staff will address Problem Behaviors.
Problem Behavior Procedures are the instructions or steps that describe how staff will address Problem Behaviors.
In TFI 1.5, the Team will seek input from the school community (staff, family and students) to develop the site's Problem Behavior Procedures.
In TFI 1.5, the Team will seek input from the school community (staff, family and students) to develop the site's Problem Behavior Procedures.
The Problem Behavior Policy Flowchart provides a concise overview of definitions and the processes necessary to support students who demonstrate problem behaviors.
The Problem Behavior Policy Flowchart provides a concise overview of definitions and the processes necessary to support students who demonstrate problem behaviors.
Problem Behavior Policy Flowchart.pptxOn-Demand Team Presentation:
On-Demand Team Presentation:
This voiceover presentation introduces the Tier 1 Climate & Culture Team to the flowchart which will support staff in implementing the Problem Behavior Policy.
Work of the Team: Depending on the trust of the staff, it may be necessary to lead a discussion on current challenges that could be alleviated if clear, consistent procedures were in place to address problem behaviors. Examples of current challenges include:
Work of the Team: Depending on the trust of the staff, it may be necessary to lead a discussion on current challenges that could be alleviated if clear, consistent procedures were in place to address problem behaviors. Examples of current challenges include:
Lack of clarity - Staff differ on what constitutes an appropriate office referral.
Lack of clarity - Staff differ on what constitutes an appropriate office referral.
Under-developed process - Staff differ on what should occur during and after the office referral has been written.
Under-developed process - Staff differ on what should occur during and after the office referral has been written.
Staff-Managed vs. Office-Managed Problem Behaviors
Staff-Managed vs. Office-Managed Problem Behaviors
Staff-Managed Problem Behaviors = Problem Behaviors that require an 'on-the-spot' response by all adults on campus.
Staff-Managed Problem Behaviors = Problem Behaviors that require an 'on-the-spot' response by all adults on campus.
All classified and certificated staff have the authority and training to effectively respond to Minor Offenses which make up approximately 80% of Problem Behaviors
All classified and certificated staff have the authority and training to effectively respond to Minor Offenses which make up approximately 80% of Problem Behaviors
Teaching and Administrative staff have the authority and training to effectively respond to Chronic Minor Offenses which make up approximately 15% of Problem Behaviors
Teaching and Administrative staff have the authority and training to effectively respond to Chronic Minor Offenses which make up approximately 15% of Problem Behaviors
Office-Managed Problem Behaviors = Problem Behaviors that require the authority of an administrator to address.
Office-Managed Problem Behaviors = Problem Behaviors that require the authority of an administrator to address.
Administrative staff have the authority and training to effectively respond to Major Infractions which are considered “severe” and make up approximately 5% of Problem Behaviors.
Administrative staff have the authority and training to effectively respond to Major Infractions which are considered “severe” and make up approximately 5% of Problem Behaviors.
Work of the Team with ALL Staff: Gain staff agreement that Minor Offenses will be considered Staff-Managed Behaviors while Major Infractions will be considered Office-Managed Behaviors. Chronic Minor Offenses may require the collaborative efforts of the Intervening Teacher, peer teams, and/or administrative staff.
Work of the Team with ALL Staff: Gain staff agreement that Minor Offenses will be considered Staff-Managed Behaviors while Major Infractions will be considered Office-Managed Behaviors. Chronic Minor Offenses may require the collaborative efforts of the Intervening Teacher, peer teams, and/or administrative staff.
Responding to Problem Behaviors: Staff-Managed vs. Office-Managed
Minor Offenses & Staff Responses
Minor Offenses & Staff Responses
Minor & Chronic Minor Offenses Handout
This document may be useful when introducing the terms Minor & Chronic Minor Offenses to staff.
A Minor Offense is a failure to demonstrate an expectation, social skill or procedure which has been taught, practiced and enforced as outlined in TFI 1.3 and 1.4.
A Minor Offense is a failure to demonstrate an expectation, social skill or procedure which has been taught, practiced and enforced as outlined in TFI 1.3 and 1.4.
The first green section of the flowchart provides guidance on how to support the 80-85% of Minor Offenses staff encounter on a daily basis. The person who witnesses the Minor Offenses is responsible to intervene.
The first green section of the flowchart provides guidance on how to support the 80-85% of Minor Offenses staff encounter on a daily basis. The person who witnesses the Minor Offenses is responsible to intervene.
The following approaches support the PBiS and RJ initiatives as staff address Problem Behaviors:
The following approaches support the PBiS and RJ initiatives as staff address Problem Behaviors:
PROACTIVE approaches create a positive physical and emotional setting where students are actively encouraged to engage - both socially and academically.
PROACTIVE approaches create a positive physical and emotional setting where students are actively encouraged to engage - both socially and academically.
INSTRUCTIVE approaches equip students to develop the specific skills necessary to be socially and academically successful.
INSTRUCTIVE approaches equip students to develop the specific skills necessary to be socially and academically successful.
RESTORATIVE approaches foster a sense of belonging where members feel safe to build, maintain and repair relationships.
RESTORATIVE approaches foster a sense of belonging where members feel safe to build, maintain and repair relationships.
Staff Responses to Minor Offenses
SBCUSD has adopted a set of evidence-based practices (Effective Classroom Practices: Proactive, Instructive, Restorative) to support each of the above approaches.
SBCUSD has adopted a set of evidence-based practices (Effective Classroom Practices: Proactive, Instructive, Restorative) to support each of the above approaches.
Work of the Team with Certificated Staff: Introduce the list of Effective Classroom Practices - Proactive, Instructive, Restorative and inform staff the following systems will be built to support implementation:
Work of the Team with Certificated Staff: Introduce the list of Effective Classroom Practices - Proactive, Instructive, Restorative and inform staff the following systems will be built to support implementation:
TFI 1.6 Discipline Policy - define specific practices which support Proactive, Instructive and/or Restorative approaches
TFI 1.6 Discipline Policy - define specific practices which support Proactive, Instructive and/or Restorative approaches
TFI 1.7 Professional Development - provide on-going professional support to implement Effective Classroom Practices through a Trauma-Informed and Culturally Responsive approach
TFI 1.7 Professional Development - provide on-going professional support to implement Effective Classroom Practices through a Trauma-Informed and Culturally Responsive approach
TFI 1.8 Classroom Procedures - provide feedback and coaching to support implementation of Effective Classroom Practices
TFI 1.8 Classroom Procedures - provide feedback and coaching to support implementation of Effective Classroom Practices
At this point, the Team is not expected to gain staff-wide commitment to implement the Effective Classroom Practices (that will come later when the practices are supported through PD and coaching). In this step, the Team is building awareness and seeking agreement to move in this direction together.
At this point, the Team is not expected to gain staff-wide commitment to implement the Effective Classroom Practices (that will come later when the practices are supported through PD and coaching). In this step, the Team is building awareness and seeking agreement to move in this direction together.
Whole-Class Intervention: Utilizing the Practices to Build Safety & Connection
Whole-Class Intervention: Utilizing the Practices to Build Safety & Connection
Effective Classroom Practices are intensified/modified whole class whenever <80% of the students are meeting expectations. Selection of specific practices will be dependent on class behavior and need.
Effective Classroom Practices are intensified/modified whole class whenever <80% of the students are meeting expectations. Selection of specific practices will be dependent on class behavior and need.
Step 1: Utilize a Trauma-Informed/Culturally Responsive approach to identify underlying causes (unmet needs) for the problem behaviors. Answer the questions: a) Do students feel SAFE (physically/emotionally)? b) Do students feel CONNECTED (to the environment/teacher/peers)?
Step 1: Utilize a Trauma-Informed/Culturally Responsive approach to identify underlying causes (unmet needs) for the problem behaviors. Answer the questions: a) Do students feel SAFE (physically/emotionally)? b) Do students feel CONNECTED (to the environment/teacher/peers)?
Step 2: Identify specific practices to support the underlying need of the class.
Step 2: Identify specific practices to support the underlying need of the class.
The examples below show how the Effective Classroom Practices can be utilized to support CONNECTION to the learning environment, the teacher, and peers.
The examples below show how the Effective Classroom Practices can be utilized to support CONNECTION to the learning environment, the teacher, and peers.
Responding to Chronic Minor Offenses
Responding to Chronic Minor Offenses
Chronic Minor Offenses are Minor Offenses displayed over a period of time by individual students.
Chronic Minor Offenses are Minor Offenses displayed over a period of time by individual students.
The second green section of the flowchart provides guidance on how to support the 10-15% of Chronic Minor Offenses that staff encounter from individuals. Once the intervening teacher determines a Problem Behavior is Chronic they will begin to Intensify/Modify Proactive, Instructive and Restorative Effective Classroom Practices. The student's response to these interventions will be documented on the Tier 1 Intervention Log (see below).
The second green section of the flowchart provides guidance on how to support the 10-15% of Chronic Minor Offenses that staff encounter from individuals. Once the intervening teacher determines a Problem Behavior is Chronic they will begin to Intensify/Modify Proactive, Instructive and Restorative Effective Classroom Practices. The student's response to these interventions will be documented on the Tier 1 Intervention Log (see below).
Work of the Team with Certificated Staff:
Work of the Team with Certificated Staff:
Share the definition of Chronic Minor Offenses and remind staff that teachers provide interventions to support Chronic Minor Offenses.
Share the definition of Chronic Minor Offenses and remind staff that teachers provide interventions to support Chronic Minor Offenses.
Staff Responses to Chronic Minor
Implementing Individualized Supports
Implementing Individualized Supports
Intervening Teachers document the student's response to the intensification/modification of Effective Classroom Practices on the Tier 1 Intervention Log.
Intervening Teachers document the student's response to the intensification/modification of Effective Classroom Practices on the Tier 1 Intervention Log.
Work of the Team with Certificated Staff:
Work of the Team with Certificated Staff:
Introduce the Tier 1 Intervention Log and share its purpose - to document student responses to the selected interventions.
Introduce the Tier 1 Intervention Log and share its purpose - to document student responses to the selected interventions.
Provide training on how to complete the Tier 1 Intervention Log.
Provide training on how to complete the Tier 1 Intervention Log.
TFI 1.5 Tier 1 Intervention Log.pptxThis training provides tips on selecting a desired behavior, intensifying & modifying Proactive, Instructive, Restorative Practices, and progress monitoring student responses to interventions.
Submitting a Request for Individual Student Assistance prompts a meeting with the Team to support teacher interventions.
Request For Individual Student Assistance
Request For Individual Student Assistance
A formal request for individual assistance is made after a teacher has begun a Tier 1 Intervention Log, reviewed the case with grade-level/content problem solving team, and is now seeking formal support from the Tier 1 Climate & Culture Sub-Committee. This request should occur prior to initiating the SST process.
A formal request for individual assistance is made after a teacher has begun a Tier 1 Intervention Log, reviewed the case with grade-level/content problem solving team, and is now seeking formal support from the Tier 1 Climate & Culture Sub-Committee. This request should occur prior to initiating the SST process.
Data captured on the Tier 1 Intervention Log will enable the Team to support the Intervening Teacher with additional modifications.
Data captured on the Tier 1 Intervention Log will enable the Team to support the Intervening Teacher with additional modifications.
By completing the Request for Individual Student Assistance Form staff are seeking support in:
By completing the Request for Individual Student Assistance Form staff are seeking support in:
Collecting progress monitoring data,
Collecting progress monitoring data,
Analyzing Tier 1 Intervention Log data,
Analyzing Tier 1 Intervention Log data,
Intensifying/modifying a current Proactive, Instructive, Restorative Practice, and
Intensifying/modifying a current Proactive, Instructive, Restorative Practice, and
Brainstorming additional Proactive, Instructive, or Restorative Practices to support a specific student.
Brainstorming additional Proactive, Instructive, or Restorative Practices to support a specific student.
Intervening Teachers may also seek the support of an Administrator by completing an Office Referral Form and selecting the one Chronic Minor Offense they would like assistance in supporting. The Administrator will review the data collected on the Tier 1 Intervention Log, which is attached to the Office Referral. This data will be used to determine the next level of interventions which may include Skill/Relationship Development and Removal/Penalty, if deemed appropriate.
Intervening Teachers may also seek the support of an Administrator by completing an Office Referral Form and selecting the one Chronic Minor Offense they would like assistance in supporting. The Administrator will review the data collected on the Tier 1 Intervention Log, which is attached to the Office Referral. This data will be used to determine the next level of interventions which may include Skill/Relationship Development and Removal/Penalty, if deemed appropriate.
CA Education Code Notification
CA Education Code Notification
As of July 1st, 2020, students in grades K-8 may no longer be suspended under California Education Code 48900 for K violations, otherwise known as, Minor Offenses; instead, “Other Means of Correction” must be provided. Please note this does apply to Education Code 48910 - Teacher Suspensions.
As of July 1st, 2020, students in grades K-8 may no longer be suspended under California Education Code 48900 for K violations, otherwise known as, Minor Offenses; instead, “Other Means of Correction” must be provided. Please note this does apply to Education Code 48910 - Teacher Suspensions.
Responding to Major Infractions
Responding to Major Infractions
A Major Infraction is defined as a 'violation of the CA Ed. Code - sections 48900 & 48915.'
A Major Infraction is defined as a 'violation of the CA Ed. Code - sections 48900 & 48915.'
The purple section of the flowchart provides guidance on how Administrators support the 1-5% of Problem Behaviors that rise to the level of Major Infractions. Just as staff have a menu of responses to support Minor/Chronic Minor Offenses, administrators have a menu of responses to support Major Infractions.
The purple section of the flowchart provides guidance on how Administrators support the 1-5% of Problem Behaviors that rise to the level of Major Infractions. Just as staff have a menu of responses to support Minor/Chronic Minor Offenses, administrators have a menu of responses to support Major Infractions.
Per California law, students who violate sections 48900 and 48915 of the education code must be provided “Other Means of Correction” prior to, or upon return from, suspension. According to SBCUSD Progressive Discipline Matrix, Other Means of Correction includes Skill/Relationship Development and Removal/Penalty options as outlined on the bottom of the Office Referral Form.
Per California law, students who violate sections 48900 and 48915 of the education code must be provided “Other Means of Correction” prior to, or upon return from, suspension. According to SBCUSD Progressive Discipline Matrix, Other Means of Correction includes Skill/Relationship Development and Removal/Penalty options as outlined on the bottom of the Office Referral Form.
According to SBCUSD Progressive Discipline Matrix administrators are responsible to ensure at least one Skill/Relationship Development intervention is implemented. Administrators may also select from the list of Removal/Penalty options, if appropriate.
According to SBCUSD Progressive Discipline Matrix administrators are responsible to ensure at least one Skill/Relationship Development intervention is implemented. Administrators may also select from the list of Removal/Penalty options, if appropriate.
Work of the Team with Certificated/Administrative Staff:
Work of the Team with Certificated/Administrative Staff:
Ensure staff is using the current Office Referral Form: SU-275 (modified 7/15)
Ensure staff is using the current Office Referral Form: SU-275 (modified 7/15)
Develop a procedure that outlines the steps taken from the time the Office Referral is written to point it is filed away/input into Aeries. This should include step-by-step actions which answer the following questions What? How? When? and Who? Sample Office Referral Procedure
Develop a procedure that outlines the steps taken from the time the Office Referral is written to point it is filed away/input into Aeries. This should include step-by-step actions which answer the following questions What? How? When? and Who? Sample Office Referral Procedure
Review the Administrative Actions listed on the bottom of the Office Referral form. Highlight the mandatory Skill/Relationship Development section along with the optional Removal/Penalty section.
Review the Administrative Actions listed on the bottom of the Office Referral form. Highlight the mandatory Skill/Relationship Development section along with the optional Removal/Penalty section.
Determine if additional support including Professional Development (TFI 1.7) is necessary for staff to gain a better understanding of the administrative practices.
Determine if additional support including Professional Development (TFI 1.7) is necessary for staff to gain a better understanding of the administrative practices.
The Major Infractions handout provides an overview of Education Codes 48915 & 48900. The Team may find this document useful when introducing Ed Code language to staff.
The Major Infractions handout provides an overview of Education Codes 48915 & 48900. The Team may find this document useful when introducing Ed Code language to staff.
Note: Students whose behaviors persist despite the presence of Tier 1 teacher and administrator supports, should be recommended for Tier 2 and/or Tier 3 interventions. For additional information on developing and/or enrolling students into Tier 2 interventions, contact your site counselor. For more information on conducting a Functional Behavioral Assessment (FBA) and developing a Tier 3 Behavior Support Plan or a Behavior Intervention Plan contact the SWSS Department for regular education students and the Special Education Department for students on a 504 Plan or IEP.
Note: Students whose behaviors persist despite the presence of Tier 1 teacher and administrator supports, should be recommended for Tier 2 and/or Tier 3 interventions. For additional information on developing and/or enrolling students into Tier 2 interventions, contact your site counselor. For more information on conducting a Functional Behavioral Assessment (FBA) and developing a Tier 3 Behavior Support Plan or a Behavior Intervention Plan contact the SWSS Department for regular education students and the Special Education Department for students on a 504 Plan or IEP.
Distinguishing Minor Problem Behaviors from Major Problem Behaviors
Distinguishing Minor Problem Behaviors from Major Problem Behaviors
Up to this point, the elements of the Flowchart have been defined by a number of sources including the TFI, California Education Code, and District policy. In this final section of the flowchart staff are asked to identify the Problem Behaviors which are commonly confused and may be causing conflict among staff, administration and families. The goal at this point is to seek agreement among all stakeholders, staff and families.
Up to this point, the elements of the Flowchart have been defined by a number of sources including the TFI, California Education Code, and District policy. In this final section of the flowchart staff are asked to identify the Problem Behaviors which are commonly confused and may be causing conflict among staff, administration and families. The goal at this point is to seek agreement among all stakeholders, staff and families.
Work of the Team: Lead a discussion to generate a list of examples for Minor Offenses & Major Infractions. The following activity may prove useful:
Work of the Team: Lead a discussion to generate a list of examples for Minor Offenses & Major Infractions. The following activity may prove useful:
Generate a list of current problem behaviors that cause the greatest amount of confusion and/or contention among staff.
Generate a list of current problem behaviors that cause the greatest amount of confusion and/or contention among staff.
Example: Physical Contact vs. Fighting
Example: Physical Contact vs. Fighting
Generate specific descriptors for each behavior.
Generate specific descriptors for each behavior.
Example: Physical Contact = invading personal space, pushing, shoving; Fighting = hitting, kicking, hair-pulling, with intent to harm
Example: Physical Contact = invading personal space, pushing, shoving; Fighting = hitting, kicking, hair-pulling, with intent to harm
Categorize each behavior as either a Minor Offense or a Major Infraction and insert them into the middle gray portion of the flowchart.
Categorize each behavior as either a Minor Offense or a Major Infraction and insert them into the middle gray portion of the flowchart.
Example: Physical Contact = Minor Offense; Fighting = Major Infraction
Example: Physical Contact = Minor Offense; Fighting = Major Infraction
Organizational Strategies to Promote a Positive Climate & Culture - The Fourth Approach to Teaching SEL
Organizational Strategies to Promote a Positive Climate & Culture - The Fourth Approach to Teaching SEL
Effective discipline should be part of a holistic effort that teaches students skills and guides them in taking responsibility for their actions, which leads to safer, better organized, and purposeful learning environments; healthy school culture; and comprehensive social, emotional, and academic development that is much broader than discipline reform.
Effective discipline should be part of a holistic effort that teaches students skills and guides them in taking responsibility for their actions, which leads to safer, better organized, and purposeful learning environments; healthy school culture; and comprehensive social, emotional, and academic development that is much broader than discipline reform.
Pursuing Social and Emotional Development Through a Racial Equity Lens: A Call to Action
The fourth level of SEL instruction occurs indirectly as students navigate through the school culture. In an environment where SEL skills are consistently modeled by staff while delivering Correction, students experience what it looks/feels/sounds like to authentically support another during skill development. When students are immersed in an SEL culture, where display of the competencies are apparent in every location, the likelihood of skills being internalized greatly increases.
The fourth level of SEL instruction occurs indirectly as students navigate through the school culture. In an environment where SEL skills are consistently modeled by staff while delivering Correction, students experience what it looks/feels/sounds like to authentically support another during skill development. When students are immersed in an SEL culture, where display of the competencies are apparent in every location, the likelihood of skills being internalized greatly increases.
For more information review the SEL in a PBIS Framework resource page.
For more information review the SEL in a PBIS Framework resource page.
The Tier 1 Climate & Culture Team, by definition, is responsible to understand the school climate and support the building of positive school-wide (cultural) practices. Involving the perspectives of the school community will be especially important as the Tier 1 Climate & Culture Team establishes SEL-informed policies in TFI 1.5 & TFI 1.9. It is in the defining and responding to both "Problem Behaviors" and "Appropriate" behaviors where the majority of inequities become most apparent.
The Tier 1 Climate & Culture Team, by definition, is responsible to understand the school climate and support the building of positive school-wide (cultural) practices. Involving the perspectives of the school community will be especially important as the Tier 1 Climate & Culture Team establishes SEL-informed policies in TFI 1.5 & TFI 1.9. It is in the defining and responding to both "Problem Behaviors" and "Appropriate" behaviors where the majority of inequities become most apparent.
Wrapping Up TFI 1.5 and Looking Forward
Wrapping Up TFI 1.5 and Looking Forward
By the end of TFI 1.5, staff will have established a common language, agreed upon which behaviors are addressed by staff vs. administration, and established a Problem Behavior Policy to include in the staff handbook. This will all culminate into a policy that is included in both the staff and student handbooks.
By the end of TFI 1.5, staff will have established a common language, agreed upon which behaviors are addressed by staff vs. administration, and established a Problem Behavior Policy to include in the staff handbook. This will all culminate into a policy that is included in both the staff and student handbooks.
In TFI 1.6 the Team will evaluate, modify and create discipline policies to ensure they emphasize proactive, instructive, and/or restorative approaches. In TFI 1.7 the Team will develop a system to provide PD on the Practices that support the proactive, instructve and restorative approaches. In TFI 1.8 the Team will assist teachers in aligning their classroom systems, including an in-classroom continuum of consequences, with the Problem Behavior Policy.
In TFI 1.6 the Team will evaluate, modify and create discipline policies to ensure they emphasize proactive, instructive, and/or restorative approaches. In TFI 1.7 the Team will develop a system to provide PD on the Practices that support the proactive, instructve and restorative approaches. In TFI 1.8 the Team will assist teachers in aligning their classroom systems, including an in-classroom continuum of consequences, with the Problem Behavior Policy.
The effectiveness of TFI 1.5 will depend on the Team's ability to build the necessary staff support systems outlined in the next three TFI elements.
The effectiveness of TFI 1.5 will depend on the Team's ability to build the necessary staff support systems outlined in the next three TFI elements.
Additional Readings and Supports
Additional Readings and Supports
2 Point:
2 Point:
Definitions and procedures for managing problems are clearly defined, documented, trained, and shared with families.
Definitions and procedures for managing problems are clearly defined, documented, trained, and shared with families.
1 Point:
1 Point:
Definitions and procedures exist but are not clear and/or not organized by staff-vs. office-managed problems.
Definitions and procedures exist but are not clear and/or not organized by staff-vs. office-managed problems.
0 Point:
0 Point:
No clear definitions exist, and procedures to manage problems are not clearly documented.
No clear definitions exist, and procedures to manage problems are not clearly documented.
Possible Data Sources: Staff handbook, Student handbook, School policy, Discipline flowchart
Possible Data Sources: Staff handbook, Student handbook, School policy, Discipline flowchart
SWSS Department: S. Johns, J. Patrick 2020
Information adapted from: CO-PBIS; FLPBIS; PBIS of Georgia; MO-SWPBIS Handbook/Tier One Implementation GuideImages obtained from Google Images and/or created by Johns/Patrick