The goal of our disciplinary practices is to make inappropriate behavior less likely to occur in the future. To achieve that goal, we need consistent enforcement and consequences that promote accountability through learning, reflection, and repair.
Major/Minor Chart (Synergy and DIRS Alignment) - TEMPLATEThis chart helps staff to be on the same page about procedures for responding to behaviors of various degrees of intensity. This ensures that students don't encounter drastically different thresholds between adults in the building.
This particular template includes terminology that aligns with the MN Dept. of Education's DIRS report.
Behavior Referral Form (Example)This is an example, easily editable form that teachers/staff would use to document a referral out of the classroom.
Forms like this are often used at the elementary level, while at the secondary level teachers typically enter referral info. directly into Synergy.
These customizable templates include step-by-step procedures that staff follow when working with students who have been referred out of class.
These procedures include a menu of restorative consequences that match the behavior incident. There are worksheets, social stories, essays with reflection questions, projects, contracts, and much more.
If you would like to learn more about non-exclusionary discipline (e.g., navigating staff attitudes/beliefs, troubleshooting speedbumps, logistics, etc.), you can check out 'Don't Suspend Me!: An Alternative Discipline Toolkit' from the SCRED Lending Library. You can also complete the Discipline Belief Self-Inventory to get a gauge on your own beliefs.
Behavior Processing Procedures (Template)Behavior Processing Procedures (Secondary Template)In this example room:
High-frequency materials (reflection sheets and apology sheets) are easily accessible in a desktop folder holder.
Activities for "repeat customers" (e.g., Think Sheets) are organized alphabetically in a desk drawer. The most frequently used sheets are located in yellow folders to make them easy to find.
In the same example processing room, each student has a folder, organized alphabetically in another desk drawer.
Staff track what processing materials each student has used when visiting the room. When a student has an individual Behavior Support Plan, this folder is also where that BSP is located.
You can also see the room's physical logbook (yellow binder).
Common names for these rooms include "Reset Room," "Reflection Room," "Stop & Think Room," "Focus Room," and "Options Room."
Keep your dedicated "adult assigned" discipline space distinct from your dedicated "student choice" calming space. Emotional regulation is important to both; however, the procedures for these supports are different and we don't want to confuse students.
If you create a dual-function room, partition the room to create dedicated sections.
