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Every student deserves to learn and every educator deserves to teach in a safe school. The zero tolerance school discipline policies that are supposed to make schools safer, have done more harm than good, pushing students out of the classroom and  into the office or judicial system (Sherrod, 2009).   "School counselors can assist in reducing the number of behavior referrals by implementing proven systemic interventions supported by research in the field of professional school counseling (Sherrod et al., 2009, para 4). As educators, we can't just ignore misbehavior. Individual interventions with misbehaving students can be disruptive to the flow of a teachers lesson and reduce instruction time (Bryan et al., 2012). According to Sugai et al., 2000 as cited in  Irvin et al., 2006, "school staff can use information about office discipline referral (ODR) patterns to assess the status of school safety and behavioral climate and build a schoolwide behavior program based on the data" (p. 10).

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Patterns in Office Referral Data by Grade, Race/Ethnicity, and Gender

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Patterns in Office Referral Data by Grade, Race/Ethnicity, and Gender

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*Adapted from PBIS Rewards, 2020

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PBIS uses a tiered approach to intervention that serves as the framework through which decisions about interventions are made (PBIS Rewards, 2020).

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Tier 1 Intervention

Behavioral Expectations Defined

Behavioral Expectations   Taught

Reward system for appropriate behavior

Clearly defined consequences for problem behavior

Differentiated instruction for behavior

Continuous collection and use of data for decision-making

Universal screening for behavior support

Tier 2 Intervention

Progress monitoring for at risk students

System for increasing structure and predictability

System for increasing contingent adult feedback

System for linking academic and behavioral performance

System for increasing home/school communication

Collection and use of data for decision-making

Basic-level function-based support

Tier 3 Intervention

Functional Behavioral Assessment (full, complex)

Team-based comprehensive assessment

Linking of academic and behavior supports

Individualized intervention based on assessment information focusing on (a) prevention of problem contexts, (b) instruction on functionally equivalent skills, and instruction on desired performance skills, (c) strategies for placing problem behavior on extinction, (d) strategies for enhancing contingence reward of desired behavior, and (e) use of negative or safety consequences if needed.

Collection and use of data for decision-making

At all three tiers of programs and services, emphasis is on data-based decision making and on the implementation of evidence-based promotion and intervention.

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A Description of Elementary Classroom Discipline Referral Patterns_

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*Adapted from American School Counselor Association, 2020

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*Adapted from  OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports

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The goal of implementing this program is:

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The goal of implementing this program is:

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Goals are important because it give programs an area of focus. Program goals can also address student learning and/or student inequalities. A key goal of PBIS is to reduce the need for more intensive interventions for students whose behavior, without interventions, could easily escalate to a higher level.
A key to improving outcomes are the strategies to support students at every level. The counseling department will present at faculty meetings annually to discuss data regarding behavior referrals. Feedback will be received from teachers after presenting behavior data and suggestions will be given to prevent classroom referrals such as having more balanced ratio of boys and girls, more consistency amongst grade levels in dealing with classroom behavior problems, and partnering less experienced teachers with a veteran teacher to get suggestions and management tips School counselor intervention/strategies to address this goal would be to implement Response To Intervention Behavior Program. The Universal Screener can help to identify students with problem behaviors early, and also help teachers as they make recommendations for class lists for the following school year. It can help to balance out the ratio of boys and girls along with equally spreading out students with behavior problems.

By May 24, 2021 all students at Pointe South Elementary will decrease the number of classroom referrals by 25% from 60 referrals (2019-2020), to 45 referrals (2020-2021). Data Source: School Behavior Referral Data

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American School Counselor Association. (n.d.b). Template for developing a school counseling program goal in SMART-goal format. Retrieved from https://www.schoolcounselor.org/asca/media/asca/ASCA%20National%20Model%20Templates/SMART-Goal.pdf

OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (2019). Positive Behavioral Interventions & Supports [Website]. Retrieved from www.pbis.org.

PBIS Rewards. (2020). What is PBIS – Tiers of Implementation https://www.pbisrewards.com/blog/what-is-pbis/

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ASCA Mindsets & Behaviors for Student Success

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The ASCA Student Standards have guided school counselors' practice for many years. But student...

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The ASCA Mindsets and Behaviors serve as the foundation for core curriculum, small-group, and closing the gap activities (American School Counselor Association, 2020)

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M 1: Belief in development of whole self, including a healthy balance of mental,
social/emotional and physical well-being

M 3: Sense of belonging in the school environment

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B-LS 4: Apply self-motivation and self-direction to learning

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B-SMS 1: Demonstrate ability to assume responsibility

B-SMS 5: Demonstrate perseverance to achieve long- and short-term goals

B-SMS 7: Demonstrate effective coping skills when faced with a problem

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B-SS 2: Create positive and supportive relationships with other students

B-SS 3: Create relationships with adults that support success

B-SS 7: Use leadership and teamwork skills to work effectively in diverse teams

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Positive Behavior Intervention and Support (PBIS)  

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Positive Behavior Intervention and Support (PBIS)  

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PBIS is a system-wide approach to preventing and improving problem behaviors in classrooms and schools. PBIS does not single out “problem students” for punishment, but rather involves the entire school population in promoting and rewarding positive behaviors, while preventing negative or risky behaviors, in order to create a safe, supportive learning environment for all (OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports, 2019).

Many schools and districts across the country are having success with PBIS and are seeing benefits, including: drops in suspension rates, a more positive school climate, and decreased classroom disruptions (Sherrod, et al., 2009).

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PBIS sets up three tiers of support for students and staff in a school

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PBIS sets up three tiers of support for students and staff in a school

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1. Tier 1 is a schoolwide, universal system for everyone in a school. Students learn basic behavior expectations, like to be respectful and kind.

2. Tier 2 provides an extra layer of support for students who continue to struggle with behavior. Students receive a set of evidence-based interventions.

3. Tier 3 is for children who need individualized supports and services because of behavior issues (DREDF, Disability Rights Education & Defense Fund, 2019, What is PBIS section, para. 4)

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American School Counselor Association. (2020). ASCA Mindsets & Behaviors for Student Success https://www.schoolcounselor.org/school-counselors/about-asca/mindsets-behaviors

American School Counselor Association. (2019). ASCA Mindsets & Behaviors for Student Success https://videos.schoolcounselor.org/asca-mindsets-and-behaviors

American School Counselor Association (2014). Mindsets and Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student. Alexandria, VA: Author.

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*Adapted from Savage, G. T., Bunn, M. D., Gray, B., Xiao, Q., Wang, S., Wilson, E. J., and Williams, E. S. (2011).

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Principal meets with counselor(s) individually and as a department to reflect on the past year to see what worked and what when available.

Teachers will establish positive relationships with their students, in hopes that it will decrease behavior problems or referrals.

Students will treat themselves and others with respect by adhering to simple expectations for behavior by  being respectful, being responsible, and following directions.

Parents/Guardians will customize tools and strategies from the program to use at home. When families are involved in their children’s learning, students do better in school. Parent involvement in both school wide (Tier 1) and individual (Tier 3) PBIS, means that all students do better.

The community will have positive behavior coupons to give to the students when they notice them doing the right thing in their community (picking up trash, helping someone, etc.). The student will be able to cash coupons in for treats.

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Family involvement has been shown to prevent student behavioral problems and can increase academic achievement and motivation (PBIS, 2020).

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PBIS.org | Resource: Family Plan for Positive Behavior at Home

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Word Doc: Families can use this resource to make a family schedule, choose family expectations, and make a plan to teach, remind, reward, and respond to behavior at home.

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Center on PBIS (2020, August). Family Plan for Positive Behavior at Home Template.

Savage, G. T., Bunn, M. D., Gray, B., Xiao, Q., Wang, S., Wilson, E. J., and Williams, E. S. (2011). Stakeholder collaboration: Implications for stakeholder theory and practice. Journal Business Ethics, 96:21-26.

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Bryan, J., Day, V. N. L., Griffin, D., & Moore, T. C. (2012). The Disproportionality Dilemma: Patterns of Teacher Referrals to School Counselors for Disruptive Behavior. Journal of Counseling & Development, 90(2), 177–190. https://doi-org.ezp.waldenulibrary.org/10.1111/j.1556-6676.2012.00023.x010301

Irvin LK, Horner RH, Ingram K, Todd AW, Sugai G, Sampson NK, & Boland JB. (2006). Using office discipline referral data for decision making about student behavior in elementary and middle schools: an empirical evaluation of validity. Journal of Positive Behavior Interventions, 8(1), 10–23. https://doi-org.ezp.waldenulibrary.org/10.1177/10983007060080010301

Kaufman, J. S., Jaser, S. S., Vaughan, E. L., Reynolds, J. S., Di Donato, J., Bernard, S. N., & Hernandez-Brereton, M. (2010). Patterns in Office Referral Data by Grade, Race/Ethnicity, and Gender. Journal of Positive Behavior Interventions, 12(1), 44–54.

Meador, Derrick. (2020, August 26). The Ultimate Teacher's Guide to Discipline Referrals. Retrieved from https://www.thoughtco.com/the-ultimate-teachers-guide-to-discipline-referrals-

Sherrod, M. D., Getch, Y. Q., & Ziomek-Daigle, J. (2009). The Impact of Positive Behavior Support to Decrease Discipline Referrals with Elementary Students. Professional School Counseling, 12(6), 421–427. https://doi-org.ezp.waldenulibrary.org/10.5330/PSC.n.2010-12.421

Tidwell, A., Flannery, K. B., & Lewis-Palmer, T. (2003). A Description of Elementary Classroom Discipline Referral Patterns. Preventing School Failure, 48(1), 18–26. https://doi-org.ezp.waldenulibrary.org/10.1080/1045988X.2003.10871075

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DREDF Disability Rights Education & Defense Fund. (2019, June 8). Behavior is Communication: A
Guide for Advocates and Families on Positive Behavior Interventions & Supports (PBIS) in School. https://dredf.org/behavior-is-communication-a-guide-for-advocates-and-families-on-positive-behavior-interventions-supports-pbis-in-school/

OSEP Technical Assistance
Center on Positive Behavioral
Interventions and Supports
(2019). Positive Behavioral Interventions & Supports [Website]. Retrieved from www.pbis.org.

Sherrod, M. D., Getch, Y. Q., & Ziomek-Daigle, J. (2009). The Impact of Positive Behavior Support to Decrease Discipline Referrals with Elementary Students. Professional School Counseling, 12(6), 421–427. https://doi-org.ezp.waldenulibrary.org/10.5330/PSC.n.2010-12.421