The goal of the flow chart is for students to be in class learning. Adult strategies for creating a culture and classroom environment include building relationships with students, teaching behavioral expectations, reinforcing positive behaviors with a four to one ratio, problem solving with students, and eliciting parent, guardian, or family support.
The chart differentiates between minor, staff-managed behaviors (inappropriate language, horseplay, non-compliance, off-task behavior, side-talking or noises, inappropriate affection or PDA, lying or false information, tardy, minor destruction of property, copying or cheating, running, tattling, stealing, verbal conflict or arguing, pretend weapons, rude behavior, teasing, rumors or gossip) and major, admin-managed behaviors (bulling: repeated, unwanted, aggressive behavior that involves a real or perceived power imbalance, harassment: racial sexual, or physical, physical fighting, major destruction of property, stealing if items are not returned, threats to harm self or others, drug or alcohol use or possession, weapons or weapon-like implement use or possession, serious disruption of class, repeated minor infractions).
Starting at the top of the flow chart with the observance and identification of a problem behavior, we ask how the behavior is managed. If the behavior is staff-managed, start with a verbal warning or social conference: talk with the student about the choice, consequence, and alternate behaviors. If needed, escalate to think spot: student takes a social break to reflect within the classroom. If needed, escalate to buddy classroom: student reflects outside of the classroom. See responsive classroom interventions. If needed, escalate to contact parents (discuss how to work together) or referral to the PBIS team (problem solving process). At this point, observe whether the behavior has changed. If not, implement a PBIS team referral and a possible office intervention. If so, reinforce and recognize the corrected behavior.
If the problem observed is an admin-managed behavior, the referring staff member stars by completing and sending student to the office with a referral form. If the student is a special education student, contact case manager. Then the administrator follows up with the student and staff member. The administrator determines a consequence and follows up as needed (intervention team, parent, student, staff). Then, data is entered into Skyward or SWIS.
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