HOW AND WHEN TO WRITE A REFERRAL PBIS

HOW AND WHEN TO WRITE A REFERRAL PBIS Student Behavior Management Process

SO, WHAT AM I SUPPOSED TO DO AND HOW DO IT? PBIS teams at Blake, WES, and Le Pera have articulated a way to deal with behaviors. One of the easiest ways to know what to do is look at your flow chart. It lists staff managed or minor behaviors on the left as well as the process to follow. Look in the middle of the flow chart because it tells you the steps. 1) Identify the behavior. Is it a minor behavior? 2) If so, redirect behavior and restate expectation no more than 2 times. 3) If the behavior was not redirected after the second time, the student goes to the “think seat”, “safe seat”, or “reflection seat. ” You can call it what you want as long as it is positive. The intent is to reteach the behavior, not react. We want the student to fill out a “Think Sheet”-to reflect on the behavior. When finished with the sheet, the adult processes/reteaches the expected behavior.

So Far So Good? Your student did not respond to the 2 warnings but responded to the “reflection” time. You retaught the behavior. Now, you need to document the behavior. Here is a nifty chart to do that as well as document the next steps, if needed. (This chart is brought to you by the awesome 3 rd grade teacher, Mrs. Johnson, who created and allowed me to share this. ) You could have a daily chart with everyone’s name on it or you could have a sheet for each child. Use whichever way works the best for you. Name Warning Think Time & Reteach DW 12/2/16 Buddy Room Parent Contact & Minor Referral Form

WHAT? YOU HAVE KIDS THAT WON’T IMPROVE THEIR BEHAVIOR WITH A THINK SHEET? So, let’s pretend that DW refused to do the “Think Sheet” and continued to interrupt the learning of your class. What do you do then? Send DW to a new location-the Buddy Room. This is a predetermined location to best meet that child’s needs. It could be the same grade, a lower grade, a higher grade, the library aide, another teacher, etc. The goal here is to give the student a break from his/her classroom and to process with an adult different from the main teacher. This Buddy Room should not exceed 40 minutes. The receiving teacher processes with the student in order for the child to reenter his/her classroom. Did DW return to your class with the completed “Think Sheet? ” You could say something positive like, “Great job, DW, on filling out the sheet. We are glad to have you back in our class. ” For most kids, reinforcement increases the chances that the student will try the positive behavior next time.

Warning Think Time & Reteach Buddy Room 12/2/16 -10: 15 12/2/16 -10: 30 12/2/16 -10: 35 12/2/16 -10: 40 Parent Contact & Minor Referral Form Depending upon the child, you might choose to add the time of day that these behaviors are occurring. If DW is a “frequent flyer, ” that will give better data-a pattern of her behavior.

WHAT? YOUR STUDENT REFUSES TO FILL OUT THE THINK SHEET IN THE BUDDY ROOM AND DISRUPTS THAT CLASS? The classroom teacher fills out a major referral and is sent to the principal’s office. The principal will process the behavior with the student and decide upon the consequence.

MINOR REFERRAL FORM IS FOR THOSE BEHAVIORS YOU AS A TEACHER MANAGE AND ASSIGN CONSEQUENCES. ANY TIME YOU WRITE A REFERRAL, CONTACT THE PARENT! IT IS ON THE DOCUMENTATION SHEET TO REMIND YOU UNTIL NEW FORMS ARE CREATED! Warning Think Time & Reteach Buddy Room Parent Contact & Minor Referral Form 12/2/16 -10: 15 12/2/16 -10: 30 12/2/16 -10: 35 12/2/16 -10: 40 12/2/16 -11: 40

MINOR/MAJOR REFERRAL FORMS With any referral, please fill out all the information. Check the appropriate boxes. Only check one box for behavior. Write the other behaviors in the narrative section. Under Problem Behavior, Other can not be checked and left without a specific behavior. That is where the Referral Cheat Sheet is used. Write in the specific reasons using one of the options if it is not given. Also, please ensure that the time is the time of the incident-not the time in which you are writing the referral. Why one of the options? When looking at data, one has no idea what Other means. SWISS as well as data loaded for Safe Schools needs specific choices.

SWIS DATA BY BEHAVIOR

3 MINORS IN A SPAN OF 2 WEEKS =1 MAJOR When writing a major referral because your student had 3 minors in a span of 2 weeks- be sure to staple all 3 copies of the minor referrals to the major referral Please remember that you were to contact the parent 3 times prior to writing that major office referral. On the 4 th minor offense, you told the parent that it became a major referral. Reconsider-For frequent flyers, would having one sheet be best? For the other kids, would one sheet per day work? Warning Think Time & Reteach Buddy Room Parent Contact & Minor Referral Form 12/2/16 -10: 15 12/2/16 -10: 30 12/2/16 -10: 35 12/2/16 -10: 40 12/2/16 -11: 40

THIS AND THAT… So, today we’ve gone over the student management process. Keep your procedures tight-it will make your life so much better! Teach and reteach the behaviors you want. Be sure to reinforce those appropriate behaviors with your Do. Jo points, your school bucks, your CLIP systems, your positive attention with all kidsespecially those that drive you nuts (Catch those kiddos being good!) Sometimes when we think of procedures we forget that, on average, it takes 66 days to form a new habit. Once is not enough. 66 days still might not be enough. Referrals don’t change the behavior-they just document it.