Documenting Behaviors (ODR Form) Click ​here ​​​​​​​​​​​to access ODR Form
When universal expectations are explicitly defined, taught and monitored, schools can begin to identify students who are in need of additional support. These are students who, in spite of receiving guidance and instruction that has been successful with a majority of the student body, continue to display emotional and / or social problems. The documentation and use of records of behavior are critical for determining further intervention with these students.
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A tool that is designed to assist in the record keeping is the Office Discipline Referral (ODR) form. Students with a high number of ODRs in comparison to the rest of the student body are easily identified as having a poor response to the universal expectations and can be moved to the next level of intervention. With the documentation of the ODRs, decisions about student behavior are no longer made without clear data of the behavior and the circumstances that surround the behavior. Using the ODR form to document and communicate the inappropriate behavior becomes critical to the problem solving process.
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Misbehaviors are further categorized into two broader categories, minor or major behaviors.​
​​Documenting Minor Behaviors​​​​
Minor offenses are meant to be adult driven. The adult observing the behavior is expected to address the behavior, redirect or reteach the appropriate behavior and handle any subsequent consequence warranted by the behavior. If a consequence is given, the teacher will fill out the ODR form as a minor and submit it to the office. Once a student has accumulated three minor offenses in a single category, additional offenses in that same category are then documented as major offenses and moves that student into the next level of intervention. ​
Documenting Major Behaviors
Major offenses may still be adult driven. depending on the severity of the behavior. The adult observing the behavior is expected to address the behavior, but the type of behavior and how the student responds to the adult may or may not arrant immediate office intervention. If the student has become disruptive to the learning environment or the safety of others, immediate office intervention should take place. If, however, the behavior is severe but the learning and safety of others is not affected, the teacher should allow the student to remain in class document the behavior as a major, alert the office and wait for further direction.​
