Responding to Individual Problem Behaviors – Flowchart (Example

Responding to Individual Problem Behaviors – Flowchart (Example)

Classroom-Managed Behavior What Teachers Will Do

Office-Managed Behavior What School Leaders Will Do

Step 1: Redirection Statement

Reminder Statement: “Remember, the expectation is that we keep our hoods down in class. Please take yours down.” Teacher walks away and gives student time to comply. Affective Statement: I + feeling word + impact + expectation. “I feel disrespected when you talk over me. It’s my job to make sure the class knows this information. Please stop talking.” Positive Affective Statement to Others: “I feel proud when students try hard to focus and take notes while I’m talking.” Classroom behaviors are documented in Infinite Campus in PLP under Classroom Behavior tab.

Step 2: Teacher Response Strategy

Planned ignoring, redirection, secret signal, 1:1 conference, meet and greet, proximity control, move seat, acknowledgment, praise

Step 3: Responsive Conversation

Affective Question: Ask student about their feelings and the feelings of others. “I noticed you weren’t paying attention in class. How are you feeling today?” Small Impromptu Conference: “What happened? Who was affected? What can you do to make things right?”

Step 4: Classroom-Level Consequence

Implement classroom consequence such as seat change, loss of a privilege, call home, etc.

Step 5: Submit Behavior Referral

If behavior continues over time, submit a behavior referral and include documentation of strategies.

Behavior referral in Infinite Campus is required.

Administration uses Incident Intervention

Toolbox to determine office-level response and implements response

Reviews PLP to identify classroom strategies implemented by teachers. Uses restorative strategies, as needed, to resolve issue with student. Refers to Administrator Guide to Discipline for discipline levels and possible next steps.

Going forward after discipline, the administrator should monitor the following:

• Teacher use of classroom management strategies • Universal supports for all students • Disproportionality data • BIT/PBIS team meetings • Use of restorative practices