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Workshop facilitator, jump down to the “Facilitator Resources” section of this presentation. Choose a workshop format, and then replace this placeholder slide with the format you chose.

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September

Table of Contents

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Welcome!

Someone please pick a GIF Mood Meter for a quick check-in.

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paste screenshot of discipline chart with

notable trend (e.g., time of day, location)

Describe your chart (e.g., “Last 30 days: Referrals by type”)

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After peeking at data, it’s time to take action!

Workshop facilitator, jump down to the “Facilitator Resources” section of this presentation. Choose a workshop format, and then replace this placeholder slide with the format you chose.

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October

Table of Contents

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Welcome!

Someone please pick a GIF Mood Meter for a quick check-in.

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paste screenshot of discipline chart with

notable trend (e.g., time of day, location)

Describe your chart (e.g., “Last 30 days: Referrals by type”)

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After peeking at data, it’s time to take action!

Workshop facilitator, jump down to the “Facilitator Resources” section of this presentation. Choose a workshop format, and then replace this placeholder slide with the format you chose.

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November

Table of Contents

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Welcome!

Someone please pick a GIF Mood Meter for a quick check-in.

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paste screenshot of discipline chart with

notable trend (e.g., time of day, location)

Describe your chart (e.g., “Last 30 days: Referrals by type”)

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After peeking at data, it’s time to take action!

Workshop facilitator, jump down to the “Facilitator Resources” section of this presentation. Choose a workshop format, and then replace this placeholder slide with the format you chose.

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December

Table of Contents

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Welcome!

Someone please pick a GIF Mood Meter for a quick check-in.

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paste screenshot of discipline chart with

notable trend (e.g., time of day, location)

Describe your chart (e.g., “Last 30 days: Referrals by type”)

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After peeking at data, it’s time to take action!

Workshop facilitator, jump down to the “Facilitator Resources” section of this presentation. Choose a workshop format, and then replace this placeholder slide with the format you chose.

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January

Table of Contents

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Welcome!

Someone please pick a GIF Mood Meter for a quick check-in.

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paste screenshot of discipline chart with

notable trend (e.g., time of day, location)

Describe your chart (e.g., “Last 30 days: Referrals by type”)

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After peeking at data, it’s time to take action!

Workshop facilitator, jump down to the “Facilitator Resources” section of this presentation. Choose a workshop format, and then replace this placeholder slide with the format you chose.

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February

Table of Contents

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Welcome!

Someone please pick a GIF Mood Meter for a quick check-in.

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paste screenshot of discipline chart with

notable trend (e.g., time of day, location)

Describe your chart (e.g., “Last 30 days: Referrals by type”)

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After peeking at data, it’s time to take action!

Workshop facilitator, jump down to the “Facilitator Resources” section of this presentation. Choose a workshop format, and then replace this placeholder slide with the format you chose.

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March

Table of Contents

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Welcome!

Someone please pick a GIF Mood Meter for a quick check-in.

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paste screenshot of discipline chart with

notable trend (e.g., time of day, location)

Describe your chart (e.g., “Last 30 days: Referrals by type”)

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After peeking at data, it’s time to take action!

Workshop facilitator, jump down to the “Facilitator Resources” section of this presentation. Choose a workshop format, and then replace this placeholder slide with the format you chose.

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April

Table of Contents

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Welcome!

Someone please pick a GIF Mood Meter for a quick check-in.

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paste screenshot of discipline chart with

notable trend (e.g., time of day, location)

Describe your chart (e.g., “Last 30 days: Referrals by type”)

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After peeking at data, it’s time to take action!

Workshop facilitator, jump down to the “Facilitator Resources” section of this presentation. Choose a workshop format, and then replace this placeholder slide with the format you chose.

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May

Table of Contents

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Welcome!

Someone please pick a GIF Mood Meter for a quick check-in.

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paste screenshot of discipline chart with

notable trend (e.g., time of day, location)

Describe your chart (e.g., “Last 30 days: Referrals by type”)

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After peeking at data, it’s time to take action!

Workshop facilitator, jump down to the “Facilitator Resources” section of this presentation. Choose a workshop format, and then replace this placeholder slide with the format you chose.

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Facilitator Resources

Table of Contents

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Format A:

Fundamental Strategies

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Scenario:

[add a scenario that represents your discipline data and the types of interactions that are leading to referrals — ex. “During independent work time, Ben did not respond to my instructions for the class to get started with their work. He only kept his head down and did not move.” You could use an incident description from your real data, but make sure to anonymize it.]

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Where would this fit on our major/minor chart?

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Where would this fit on our major/minor chart?

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Where would this fit on our major/minor chart?

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Where would this fit on our major/minor chart?

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Where would this fit on our major/minor chart?

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In this scenario, how should someone respond?

Nonverbal	Facial expressions, proximity, taps, pointing, speaking pauses, etc.	Student interrupts during instruction → I’m in his eyeline and I make a confused facial expression.
Indirect Verbal	Acknowledging other students who are showing expected behavior	Student is off task. Instead of addressing them, comment on another group: “I notice this group is dividing up the responsibilities.”
Direct Verbal	A brief prompt, right to the student, about what’s expected	Student is off task during group work. As discreetly as is feasible: “[Student], what part are you working on right now?”
Private Chat	A back-and-forth problem solving conversation with the student	As discreetly as is feasible: Listen to the student’s perspective, Define the dilemma, and Make and state a plan (e.g., student takes calming break).
Referral	An adult directive that the student exit their routine and transition to a processing space	“[Student], you continue to talk while other students are trying to learn and that interrupts your learning and other’s learning. I am going to ask a staff member to pick you up and take you to [processing space]. I want you back in class when you feel ready to learn.”

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How could this scenario be avoided?

Preventative Reminders

Prior to activity transitions, deliver prompts that (1) briefly preview what the group is about to do and (2) remind students of behavior expectations.

Effective Commands

Use simple and clear directives to increase students’ compliance. Obtain students’ attention, provide only one directive at a time, and state the directive specifically, positively, and assertively.

Expectations, Rules, & Procedures

Clearly communicate the 3-5 school-wide expectations + your specific classroom rules and procedures based on those core expectations.

Discuss rationale for each procedure. Model, add visuals, and practice the procedure.

Affirmative Attention

“Blanket” students with a high-frequency of statements or gestures that acknowledge and affirm desired behavior. Descriptive statements should be used at a minimum rate of at least 0.5/min. (1 every 2 minutes).

Opportunities to Respond

Review your lessons and pre-plan questions. Include most/all students and use appropriate wait time (e.g., 5 seconds). Simple OTRs (choral, gesture, card) = 3-5 per minute. More complex OTRs (partner, written) = 1 per minute.

Explore More Ideas

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What is your intention / action steps for the next month?

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Format B:

Variety of Strategies

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Workshop facilitator:

Visit the behavior problem solving page.
Choose a behavior of concern, and open the presentation.
Copy and paste the slides into this workshop presentation (in the correct month).
“Prune” the slides based on time available and what you want to share with staff.

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Format C:

Small Group Exploration

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Small Group Collaboration

Open the behavior problem solving page and pick an area of concern.
Find a small group of staff who want to focus on the same behavior concern.
Together, explore the resources for that behavior concern, exchange ideas, and capture discussion on the note catcher.
Share one of your group’s note catcher sheets with the facilitator.

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Topic	Space	Note Sheet Master
[behavior]	[room]	[person]
[behavior]	[room]	[person]
[behavior]	[room]	[person]
[behavior]	[room]	[person]
[behavior]	[room]	[person]
[behavior]	[room]	[person]
[behavior]	[room]	[person]
[behavior]	[room]	[person]

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Miscellaneous Useful Slides

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Intended Outcomes

Concern

Influence

Control

(your moves, technique, etc.)

Expand

self-efficacy

Grow

life skills

Reduce disruptive behavior

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An ounce of

PROACTIVE

beats a pound of REACTIVE

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Self-Nominate for Coaching

Fill out the [Google Form] if you’d like a coach to visit for ~5 minutes and collect data to share with you
This is non-evaluative and our coaches are not administrators
The purpose is to support your own self-reflection and self-improvement. It’s hard to collect data on yourself

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CORE COUNTS

Remember that all students are core students first. We layer on support for some, but core quality remains critical for all students.

Focusing on Tier 1 behavior strategies is an efficient way to meet all students’ needs.

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Brainstorming collective moves — Example ideas:

Plan to reteach specific expectations (e.g., during advisory)
Deliberately use preventative reminders or pre-teaching at key points in the school day (e.g., before lunch)
Target supervision at specific times in specific common areas