School Discipline and Alphabet Soup: PBIS, FBAs and BSPs

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School Discipline and Alphabet SoupPBIS, FBAs
and BSPs
Osseo Area SchoolsSEPAC Presentation
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Check-In

• What is the purpose of disciplining a child?

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Definitions of Discipline

• 1.discipline - develop (children's) behavior by
  instruction and practice especially to teach
  self-control "Parents must discipline their
  children
• 2. discipline - punish in order to gain control
  or enforce obedience "The teacher disciplined
  the pupils rather frequently"
• to punish Latin disciplina teaching
• Source thefreedictionary.com

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Laws

• Discipline of students is governed by Federal
  Laws, State Laws and procedures, and local school
  district policies and procedures

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Federal Laws

• Individuals with Disabilities Education Act
  (IDEA) Congress enacted what was then the
  Education for All Handicapped Children Act
  (Public Law 94-142) on Nov. 29, 1975.
• Individuals with Disabilities Act of 2004
• Public Law 94-142, Section 504, Free and
  Appropriate Public Education (FAPE)

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Manifestation Determination

• Manifestation determination is a term applied to
  the process of determining if a disabled child's
  behavior is a manifestation of the disability. In
  making a manifestation determination, the IEP
  team must consider information including the
  evaluation and diagnostic results, information
  from the parents, observations of the child, and
  the child's IEP and placement.

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Manifestation Determination

• If the child with a disability had been
  determined to have committed an offense that
  violated school rules and could result in
  expulsion for longer than ten school days, the
  IEP team must meet to determine whether the
  misconduct resulted from the disability. This is
  referred to as manifestation of determination
  hearing. It must be done within the first ten
  days of child's suspension.

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Manifestation Determination

• If the behavior is a manifestation of the child's
  disability, the child must be returned to the
  current placement, unless the parent and IEP team
  agree otherwise. If a child has behavior problems
  that interfere with his or her learning or the
  learning of others, the IEP team must consider
  whether new strategies are needed to address the
  behavior. If the IEP team determines that such
  services are needed, they have to be added to the
  IEP and provided. If the behavior is not a
  manifestation of disability, the child may be
  disciplined, suspended, or expelled to the same
  extent as a child without disability. As a
  result, no specific and necessary for a disabled
  child services will be offered

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Reference Chart
IEP Team Meeting Required ManifestationDetermination Required Functional BehavioralAssessment Plan Required
Student removed for 1 school day or less (but not suspended) No No No
Student suspended for less than 5 consecutive school days No No No
Student suspended for 5 to 10 consecutive school days No
Student removed for 10 cumulative school days in a school year or less No No No
Student removed for 11 cumulative school days in a school year or more Yes Yes Yes
Student placed on in-schoolsuspension No No No
Parent requests a manifestation determination following any removal for disciplinary reasons Yes Yes No
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State Laws

• Minnesota Statues Sections 121A.40 to 121A.56 may
  be cited as The Pupil Fair Dismissal Act.
• http//education.state.mn.us/mdeprod/groups/Compli
  ance/documents/LawStatute/000100.pdf
• Minnesota law has stipulations that go beyond the
  federal laws.

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Local Laws

• Osseo BOE guidelines
• http//www.district279.org/who/policies.cfm

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Policy 506- Student Discipline

• The School Board and District administrators will
  support personnel who, in dealing with behavioral
  matters, act in accordance with Minnesota
  Statutes, including 121A.40-121A.56 - The Pupil
  Fair Dismissal Act, and 121A.60-121A.65 -
  Discipline of Students, state rules relating to
  education, School Board policies, and building
  regulations.
• This Policy 506 - Student Discipline applies
  district-wide on school property and at all
  school-related activities, whether on or off
  school property, for all students regardless of
  age.
• Student behavior which violates federal, state,
  or local laws, School Board policies, building
  regulations, or the rights, health, safety or
  welfare of any person, including the offender,
  will result in disciplinary action.

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Policy 548 Harassment and Violence

• In compliance with M.S. 121A.03, subd. 2 -
  Sexual, Religious, and Racial Harassment and
  Violence and M.S. 363 - Department of Human
  Rights, the District prohibits any form of
  sexual, religious, or racial harassment or
  violence.
• It will be a violation of Policy 548 - Harassment
  and Violence for any student, employee, or agent
  of the District to harass a student, employee, or
  agent of the District through conduct or
  communication of a sexual nature or regarding
  religion and race as defined by Policy 548 -
  Harassment and Violence. It will also be a
  violation of Policy 548 - Harassment and Violence
  for any student, employee, or agent of the
  District to inflict, threaten to inflict, or
  attempt to inflict violence of a sexual nature or
  violence regarding religion or race upon any
  student, employee, or agent of the District.
• Violation of Policy 548 - Harassment and Violence
  will be cause for disciplinary action.

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Policy 550 - Suspension

• Suspension is governed by M.S. 121A.40 - 121A.56
  The Pupil Fair Dismissal Act and State Rule
  3525.2470 - Suspension, Exclusion, and Expulsion.
• Student behavior which violates Federal, State,
  or local laws, School Board policies including
  Policy 506 - Student Discipline, building
  regulations, or the rights, health, safety or
  welfare of any person, including the offender,
  will be subject to suspension.

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Policy 551 - Exclusion and Expulsion

• Exclusion and expulsion are governed by M.S.
  121A.40-121A.56, "The Pupil Fair Dismissal Act"
  and State Rule 3525.2470 Suspension, Exclusion,
  and Expulsion.
• Sufficient cause is necessary to take exclusion
  or expulsion action. Student behavior which
  violates Federal, State or local laws, School
  Board policies including Policy 506 Student
  Discipline, building regulations, or the rights,
  health, safety or welfare of any person,
  including the offender will be subject to
  exclusion/expulsion, as will any student behavior
  which may have a disruptive influence on the
  educational program or on other students or
  school personnel.
• A student who is receiving special education
  services will not be excluded or expelled when
  the misconduct is related to the students
  disability. When it is determined in an
  Individual Education Plan (IEP) team meeting or
  in a Pupil Fair Dismissal Act proceeding the
  students misconduct is related to the students
  disability, then the assessment, IEP, and least
  restrictive alternative will be reviewed
  according to State Rule 3525.0200-3525.4700.

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What is PBIS?

• Historically, school-wide discipline has
  focused mainly on reacting to specific student
  misbehavior by implementing punishment-based
  strategies including reprimands, loss of
  privileges, office referrals, suspensions, and
  expulsions. Research has shown that the
  implementation of punishment, especially when it
  is used inconsistently and in the absence of
  other positive strategies, is ineffective.
  Introducing, modeling, and reinforcing positive
  social behavior is an important of a students
  educational experience. Teaching behavioral
  expectations and rewarding students for following
  them is a much more positive approach than
  waiting for misbehavior to occur before
  responding. The purpose of school-wide PBS is to
  establish a climate in which appropriate behavior
  is the norm.
• Excerpt from the PBIS.org website www.pbis.org

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Systems for Student SuccessContrasting Academic
and Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
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What is a Functional Behavioral Assessment?

• An FBA is a process of gathering information to
  maximize the efficiency of behavioral supports
  provided for students.
• Required elements
• Description of problem behaviors
• Identify the events, times, and situations that
  predict the occurrence and nonoccurrence of the
  behavior (CONTEXT)
• The possible functions of the behavior (FUNCTION)
• Additional elements
• Possible positive alternatives or replacements to
  behavior
• An intervention to decrease the undesirable
  behavior and often to increase an alternative
  desirable behavior

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Context Issues

• Examining context
• Identifying the condition that predict when the
  challenging behavior will and will not occur
• Altering the context
• Environmental redesign
• Curriculum redesign
• Improving learning environments

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Function Issues

• Examining Function
• Why does the student engage in challenging
  behavior?
• What does the student get or get out of as a
  result of the behavior?
• Function the consequence maintaining behavior
• To obtain and/or to avoid
• Addressing Function
• Teaching new behaviors that result in same
  outcome
• Removing rewards that maintain challenging
  behavior

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A FBA is not

• Behavior modification this only reduces problem
  behavior (FBA/BSP teach new skills or strategies)
• Random anecdotal thoughts or suppositions as to
  why
• Something to put in the file to meet the law
  and never looked at again

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When is a FBA required?

• A functional behavioral assessment (FBA) is
  required as a component of evaluations conducted
  when an Emotional or Behavioral Disorder is
  suspected and when a student with a behavioral
  disability becomes the subject of school
  discipline proceedings.

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What is a Behavior Support Plan?

• A plan designed to teach and support replacement
  behaviors
• A plan designed to alter or eliminate antecedents
  (causes of behavior) by changing the environment
• A plan designed to correct or reduce the target
  behavior using positive reinforcement of
  alternative behavior

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When is a BSP required?

• A Behavior Support Plan is a district
  requirement for all students with behavioral
  disorders. Some plans are very complex and
  include conditional procedures (time-out,
  physical intervention, etc) and some are
  relatively simple (teaching strategies).

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Things to Consider BSP

• Should be based on the behavioral functions
  identified in the FBA
• Written so the plan is clear for everyone
  involved (who is going to do what, when will this
  occur, etc.)
• Evaluated regularly based on data
• Revised as often as necessary to insure efficacy

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A Framework for Implementing Positive Behavioral
Supports via the IEP Process
FBA
Challenging Behavior
Description and data of challenging behavior
(PLEP)
Is it working? Data collection, documenting level
of performance. (If no, back to beginning to
modify)
What skill is needed (IEP Goal)
Function of challenging behavior
How to teach and with what support or
environments do you want to see the new behavior
(IEP Objectives and BSP)
What supports should be provided for the student
to be successful in the setting or another
setting? (Adaptations)
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Positive Behavioral Support Plans

• Interventions are designed
• To consider the contexts within which the
  behavior occurs.
• That address the functionality of the problem
  behavior,
• That can be justified by the outcomes and
• That include outcomes acceptable to the
  individual, the family, and supportive community

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Reactive vs. Proactive Intervention

• Proactive
• Intervention is implemented before the
  challenging behavior occurs (e.g. pre-warning of
  schedule changes, notifying of expectations)
• Changes the triggers or decreases the likelihood
  of behavior

• Reactive
• Intervention is implemented after the challenging
  behaviors have occurred (e.g. reprimands,
  redirection, time out, suspension)
• Does not impact future occurrence of target
  behavior.

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A Good Intervention Is

• Planful
• Consistent
• Proactive
• Considers function of behavior
• Includes data collection Implemented by everyone
• Includes opportunities for success early on
  start low and go slow theory
• Is not a miracle cure

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Resources to Learn More

• MN State Council on Disabilities
• Pacer www.pacer.org
• Project SEAL QA http//mnprojectseal.com/FAQ.htm
  
• Disability Minnesota www.mndisability.gov
• LDA Minnesota www.ldaminnesota.org
• http//idea.ed.gov/
• www.behavioradvisor.com
• www.pbis.org

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Questions?