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Office Referrals: Minors, Majors, and Classroom Concerns Teresa VanceNCSP, School Psychologist, PBIS Coach
Bess ColpronCertificated K-8 Teacher, PBIS Coach
“Chris referred to another student as a ‘half-breed.’”
“Calling a teacher a ‘Muggle.’”
“For yelling ‘That’s Mahogany!’ when a student dropped a book on a desk.”
You can’t have one without the other…• Defined school-wide expectations (common
area/classroom)• Safe, Respectful, Responsible• ALL staff contribute to building expectations
• Teaching defined school-wide behavior expectations• Expectations fairs, videos, jeopardy
• Acknowledgement systems• Acknowledgement vs. Rewards• Prizes vs. Privileges
• Social Emotional Learning (Tier I/Core Instruction)• Stop and Think, Steps to Respect, Second Steps
• Use data to influence decision making• SWIS
• Minor/Major Forms, corrective response system
Sample Matrixes
- Bilingual- Visual Pictures
Sample Matrices
Sample Matrices
it is a logical next step to define expectations of your staff.
Once expectations are defined for students,
Staff deals with Office deals with MINOR behaviors MAJOR behavior
(Chain of command is used.)
Example Minor Behaviors
Example Major Behaviors
- Talking out - Running in halls - Off task - Arguing with peers - Lying - Cheating - Gum chewing - Gossip - Horseplay - Dress-code violation - Spitting (refer to
matrix) - Other minor
behaviors which do not meet school expectations
- Continual minor behavior
- Abusive language - Fighting/physical
aggression - Overt defiance - Harassment/bullying - Dress code violations
(refusal to comply to redirection of teacher)
- Electronic violation - Theft - Spitting (refer to
matrix) - Vandalism - Weapons - Drugs/Alcohol
/Tobacco - Arson/Explosives
Major
referral
Conference with principal or support
staff Verbal Redirect
Replacement behavior
reteach/rehearse with principal or
support staff
Focus Spot (part of the class,
participating)
Consequences will be given with progressive discipline
Thinking Spot: Reteaching
T: Minor filled out S: Behavior plan
Parent notification
Buddy Room Behavior Plan
Minor Form/Parent notification
Behavior Plan (student invited back
when new activity begins)
All minor and major offences will be recorded in SWIS.
Major form
Every day starts with a clean slate All behavioral referrals need to be communicated to
parents through some form (email, notes, phone call) The behavior matrix is meant to be a framework Some behaviors may escalate and require a fast track
to a major office referral Three minor referrals of the SAME behavior results in
a major office referral
Minor vs. Major
Non-verbal Redirect
Minor
referral
Sample Behavior Flow-Chart
Sample Behavior Flow- Chart
Major Behaviors that result in significant safety concern, defiance or disruption and require instant removal to office
Problem Behaviors Definition ExamplesFighting/Physical Aggression
Intentional actions involving serious physical contact where injury occurred
Student engages in actions involving serious physical contact where injury occurred (fight)
Throwing a large or sharp item at someone with the intent to hurt (throwing a chair or scissors across the room)
Overt Defiance or Disrespect Extended Disruption
Verbal refusal to follow adult directions, arguing with teacher and/or using profanityDisruptive behavior that compromises classroom instruction (sustained yelling, throwing materials, or out of seat behavior)
After being told to do something, student replies with profanity directed towards staff
Running away, outside building or classroom Refusal to work with other students due to race, gender, culture, religion,
etc. (and student has verbally indicated this)
Harassment The delivery of disrespectful messages in any format related to gender, ethnicity, sex, race, religion, disability, physical features, or other protected class
One student says “I’m going to kill you” to another student or staff member and it is related to a protected class
Non-verbal/unwanted sexual gestures directed at another student Use of racial slurs and other discriminatory or derogatory words either
verbally or in writing Student exposes genitals to another student or removes another student’s
clothing exposing skin or undergarment
Bullying The delivery of direct or technology based messages that involve intimidation/threats, teasing/name calling, spreading rumors/gossip, exclusion, or physical bullying
One student says “I’m going to kill or hurt you” to another student or staff member (consider age of student)
One student threatens to physically hurt another student during or after school
Bullying report reveals a safety concern
Technology violation Student engages in inappropriate (as defined by school) use of cell phone, camera, or computer
A student types or searches for dangerous words or pictures on the computer that could potentially pose a safety threat to self or others
WeaponsArson/Explosives
Student is in possession or has indicated the potential to be in possession of knives or guns (real or look alike), or other objects readily capable of causing bodily harmStudent is in possession of substance/object capable of causing bodily harm and damage to school property (matches, lighter, firecrackers, gasoline, etc.)
Threat or report of harm with real or pretend weapons (consider age of student)
Bringing and showing weapons or materials used with a weapon Student draws a violent picture Playing with matches/lighter or lights a fire Describe a plan of arson
Drugs/Alcohol/Tobacco Student is in possession of or is using illegal drugs, alcohol or tobacco.
Students bring illegal drugs, alcohol or tobacco, or paraphernalia to school
1. Use sticky notes to write down 6 student behaviors you see in your buildings.2. When you are finished, separate those behaviors into minor and major
behaviors.3. Put sticky notes on the chart paper in the designated parking lot
Activity #1
DifferencesMinors
• Disrespect• Defiance• Disruption• Physical Contact/Physical
Aggression• Tardy• Inappropriate Language• Property Misuse• Dress Code Violation• Technology Violation• Other
Majors• Defiance/Insubordination/Non-Compliance• Physical Aggression• Disruption• Disrespect• Abusive Language/Inappropriate
Language/Profanity• Tardy• Skip Class• Harassment• Bullying• Fighting• Inappropriate Location/Out of Bounds Area• Truancy• Forgery/Theft/Plagiarism• Technology Violation• Property Damage/Vandalism• Lying/Cheating• Dress Code Violation• Inappropriate Display of Affection• Use/Possession of Tobacco• Use/Possession of Drugs• Use/Possession of Combustibles• Use/Possession of Alcohol• Gang Affiliation Display• Bomb Threat/False Alarm• Arson• Other Behavior
Creating Minor/Major Forms• They have to work for your staff• Think about removing “unknown” as an option• Make sure everything on your form has a purpose• Alignment with SWIS
Washington Minor Office Referral
Student (First AND last name): ______________________________ Grade: _______________ Date: __________________
Teacher: ______________ Referring Staff: ______________ Time: ___________ □ Adult Witness □ Student Report
Location Problem Behavior Possible Motivation Adult Intervention □ Playground □ Cafeteria □ Co-op/Hall □ Classroom □ Library □ Restroom □Walking School Bus □ Arts Block (A, CM, F, M) □ Other: _____________
□ Inappropriate Language □ Physical Contact □ Defiance □ Disruption □ Property Misuse □ Lying/Cheating □ Harassment □ Bullying □ Other: _______________
□ Obtain peer attention □ Obtain adult attention □ Obtain items □ Avoid task □ Avoid peers □ Avoid adult attention □ Other: ______________
□ Loss of Privilege: ________________________ □ Buddy Room □ Student Conference □ Loss of Recess □ Thinking Spot □ Parent Contact □ Other: ________________________
Others Involved: □ Peers □ Staff □ Teacher □ Substitute □ Others □ None IEP: □ Yes □ No □ 504
Explanation:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Sample
Washington Major Office Referral
Student (First AND last name): ______________________________ Grade: _______________ Date: __________________
Teacher: ______________ Referring Staff: ______________ Time: ___________ □ Adult Witness □ Student Report
Location Problem Behavior Possible Motivation Adult Intervention □ Playground □ Cafeteria □ Co-op/Hall □ Classroom □ Library □ Restroom □Walking School Bus □ Arts Block (A, CM, F, M) □ Other: _____________
□ Inappropriate Language □ Physical Contact □ Defiance □ Disruption □ Property Misuse □ Lying/Cheating □ Harassment □ Bullying □ Other: _______________
□ Obtain peer attention □ Obtain adult attention □ Obtain items □ Avoid task □ Avoid peers □ Avoid adult attention □ Other: ______________
□ Loss of Privilege: ________________________ □ Buddy Room □ Student Conference □ Loss of Recess □ Thinking Spot □ Parent Contact □ Plan Sheet □ In/Out School Suspension □ Bus Suspension □ Other: ________________________
Others Involved : □ Peers □ Staff □ Teacher □ Substitute □ Others □ None IEP: □ Yes □ No □ 504
Explanation:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Sample
Are there major behaviors that could be classroom managed behavior?
Does a major referral always have to result in removal from the classroom?
Professional Development: ALL Staff• Introduction and Refresher• Students have multiple chances to correct
behavior• Students come to school lacking behavior skills
• Understanding importance of each element on the form
• Teach them what data SWIS can provide them• Walk through staff expectations• Limit narratives
• Most information is already given in the pre-checked boxes
• Confidentially, NO student names, use “peer” or “student”
Holding ALL staff accountable…• Administrator who is not afraid to challenge
minor/majors• Ask tough questions, is this really a minor or a major?
• Give forms back to people who do not fill them out completely
• Share the data during PLC’s and Tier meetings• Staff ends up holding each other accountable
Activity #2
1. You have been given six previously submitted referral forms
2. Using the information we just discussed, please read over the forms and decide which category you would place them in?
3. Categories: Minor Behavior/Major Behavior/ Re-teaching opportunity
Correcting previous mistakes to generate authentic data
Breaking Apart the Data
School A 2011-2012
School A 2012-2013
School A 2013 - 2014
School B Data by grade level
School C Grade Level Data
School C Data Break down by Staff
School C’s journey
SWIS DATA PRIOR TO PBIS REVISIONS
CLASSROOM CHECKLIST
Have 3 R's posted in classroom
Have Think Time steps visual in classroom
Have a stop and think card
Have a thinking spot
Have a time out desk
Have Debrief forms
Have a classroom expectations matrix
Have a copy of Minor/Major definitions
FACTORS THAT CONTRIBUTE TO HIGH NUMBERS OF MINOR/MAJOR FORMS
• Minor and Major forms needed revision
• Conflicting information between minor and major definitions and corrective responses
• No Classroom Expectations Matrix taught and posted
• No Corrective Response system taught and posted
PSO Office Referral Form (MAJOR) Location: □ Playground □ Classroom □ Bathroom □ Arrival/ Dismissal □ Cafeteria □ Library □ Hallway □ Other__________
Student Name:_ _ _ _ _ _ _ _ _ _ _ _ Grade:_ _ Teacher:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date:_ _ _ _ _ _ _ _ _ Time: Referring Staff_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ □ Adult Witness □ Student Report
Major Problem Behavior
Possible Motivation/Function (Ask student why they did the problem behavior)
Abusive/Foul Language Fighting/Physical Aggression Overt Defiance/Disrespect: refuses to follow directions/ talks back Harassment/Bullying: includes
obscene gestures Extended Disruption Cheating (chronic) Theft/Stealing Vandalism Other: ___________________ ____
Obtain peer attention Obtain adult attention Obtain items/activities Avoid Peer(s) Avoid adult Avoid task or activity
Others Involved in Incident None
Peers
Staff
Teacher
Substitute
Other:____________
State major behavior that occurred in specific terms:
Administrative Decision □ Loss of privilege □ Parent contact □ Out of School Suspension
( _______ days) □ Time in office □ Conference with Student □ In School Suspension
(_____hrs/ days) □ Other __________________
All majors require administrator consequence and parent contact
PSO Minor Behavior Form Location: □ Playground □ Classroom □ Bathroom □ Arrival/ Dismissal □ Cafeteria □ Library □ Hallway □ Other__________
Student Name:_ _ _ _ _ _ _ _ _ _ _ _ Grade:_ _ Teacher:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date:_ _ _ _ _ _ _ _ _ Time: Referring Staff_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ □ Adult Witness □ Student Report
Minor Problem Behavior
Possible Motivation/Function (Ask student why they did the problem behavior)
Inappropriate language: low-intensity Physical contact: non- serious
Defiance/Disrespect: off-task, not following
directions after re-direct, arguing
Disruptive: talking, out of seat, and playing with things without permission
Property misuse
Other:
Cheating Teasing/ Provoking Tardy
Obtain peer attention Obtain adult attention
Obtain items/activities
Avoid Peer(s)
Avoid adult
Avoid task or activity
Others Involved in Incident None
Peers
Staff
Teacher
Substitute
Other:__ _ __ _ _ __ _ __
State minor behavior that occurred in specific terms:
Staff Response (All boxes below must be checked)
This minor form is filled out because: the student was given a verbal warning, then went to the thinking spot, and still did the above behavior again. If behavior occurs at recess, student will first go to the wall. THEN if behavior continues on the wall, student will receive a minor form.
While filling out the minor form I: Reviewed what saw with student-defined problem behavior Asked student to state the expected behavior for the situation (If they cannot state, state for them and have repeat) Gave student choices on how to correct problem behavior Provided praise/ acknowledged cooperation Told student the consequence for the behavior if it happens again
Time out
Loss of privilege / area for certain amount of time
Other_ __ _ __ _ _ __ _ __ _ _ __ _ __ _ _ __ _ _ __ _
SWIS DATA FOLLOWING PBIS REVISIONS
Things to Remember• Be open to constant revision• Don’t take things personally• PBIS is a culture change that takes time
