school discipline topic 7

8/9/2019 School Discipline Topic 7

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'ogic for School-wide PBS Schools face a set of difficult challenges today

Multiple e"pectations ()cademic accomplishment* Social competence*Safety+

Students arrive at school with widely differingunderstandings of what is socially acceptable,

#raditional get tough. and ero tolerance. approachesare insufficient,

%ndividual student interventions 0ffective* but can1t meet need

School-wide discipline systems 0stablish a social culture within which both social and

academic success is more li&ely


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#he Challenge More than 234 of all crime in the 5nited

States is committed by 2-64 of youth

between the ages of 73-83 )P) Commission on 9outh :iolence* 7;;<

0ach school day 733*333 students in the5nited States bring weapons to school

al&er* 7;;=


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#he Challenge 'ac& of discipline is viewed as one of the most

serious challenges facing public schools >ational 0ducation Goals !eport (7;;2+

#eachers report that uncivil. behavior is increasing

and is a threat to effective learning S&iba and Peterson* (8333+

#here is a lin& between general level of disruptive behavior and more e"treme acts of violence

S&iba and Peterson* (8333+


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#he Challenge 0"posure to e"clusionary discipline has been

shown* not to improve school outcomes* but

in fact to be associated with higher rates ofschool dropout,.

S&iba* Peterson and illiams* 7;;6

0&strom* Goert* Pollac&* ? !oc&* 7;@A

ehlage ? !utter* 7;@A Spric&* Borgmeier* >olet* (8338+


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#he Challenge Punishing problem behaviors (without a

proactive support system+ is associated with

increases in (a+ aggression* (b+ vandalism* (c+truancy* and (d+ dropping out,

Mayer* 7;;2

Mayer ? Sular-)aroff* 7;;7

S&iba ? Peterson* 7;;;


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!esearch indings !eviews of over A33 studies on how to

reduce school discipline problems indicatethat the least effective response to schoolviolence are #al&ing therapies

Psychotherapy

Punishment Gottfredson* 7;;6 'ipsey* 7;;7 7;;8 #olan ? Guerra* 7;;= 0lliott* Eamburg* illiams* 7;;@


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hat is

School-wide Positive Behavior SupportF School-wide PBS is

) systems approach for establishing the social culture andindividualied behavioral supports needed for schools to be effective

learning environments for all students,

0vidence-based features of S-PBS Prevention

Define and teach positive social e"pectations )c&nowledge positive behavior )rrange consistent conseuences for problem behavior $n-going collection and use of data for decision-ma&ing Continuum of intensive* individual interventions,

)dministrative leadership H #eam-based implementation (Systems thatsupport effective practices+


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0stablishing a Social Culture

Common

Vision/Values

Common

Language

Common

Experience

MEMBERSHIP


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Pri$ar& Prevention(S"hoo#)*C#assroo$)

+ide S&ste$s for

A## Students%

Staff% , Settings

Se"ondar& Prevention(

Spe"ia#i-ed roup

S&ste$s for Students

with At)Ris' Behavior

Tertiar& Prevention(

Spe"ia#i-ed

Individua#i-ed

S&ste$s for Students

with /igh)Ris' Behavior

0123 of Students

0453

053

SC/6)+IDE

PSITI7E BE/A7IR

S!PPRT

89


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School-wide Systems

()ll students all settings all times+Create a positive school cultureSchool environment is predictable

7, common language

8, common vision (understanding of e"pectations+


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C#assroo$

S+PBS

Subs&ste$s

>on)"#assroo$?a$i#&

Student

S " h o

o # ) w i d

e


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%nvest in Prevention (school-wide+

Build a Culture of Competence Define behavioral e"pectations

#each behavioral e"pectations

Monitor and reward appropriate behavior Provide corrective conseuences for

behavioral errors,

%nformation-based problem solving Do not e"pect school-wide efforts to affect

students with chronic problem behavior,


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)ctivity

Define three-five core behaviorale"pectations you would recommend for

your school, Core value

Positive H Short

Memorable

Eow would you include families* students*community members in the processF

Eow would you assess if the teaching had

been effectiveF


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#each Behavioral 0"pectations

#ransform broad school-wide 0"pectationsinto specific* observable behaviors,

5se the 0"pectations by Settings Matri"

#each in the actual settings where behaviorsare to occur

#each (a+ the words* and (b+ the actions,

Build a social culture that is predictable* andfocused on student success,


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CLASS HALL GYM COMMONS BUS O!C"

Be

#espectful

Be

#esponsible

Be$%here

Be$#ead&

ollo'

(irections

Hands and

eet to self


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CLASS HALL GYM COMMONS BUS O!C"

Be

#espectful

Positive

comments

to each

other

#al&

Juietly

Share 5se white

phone to

call home

Be

#esponsible

Eave

boo&s and

pencil

al& on

!ight

ear

Soft-Soled

Shoes

Sit uietly

Be$%here

Be$#ead&

Get to

Class on

#ime

Get to

Class on

#ime

ollo'(irections Stop playwhen

as&ed

Hands and

eet to self

Keep

hands

and feet

to self

Eand

holding only


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!)E H at )dams City Eigh School(Respect – Achievement – Honor)

RAH Classroom Hallway/CommonsCafeteria Bathrooms

Respect Be on time;attendregularly;follow class

rules

Keep locationneat, keep tothe right, useappropriate

lang., monitornoise level,allow othersto pass

Put trash incans, push in your chair, becourteous to

all sta andstudents

Keep areaclean, puttrash in cans,be mindful of

others’personalspace, ushtoilet

Achievement

!o your beston all

assignmentsandassessments,take notes,ask "uestions

Keep track of your

belongings,monitor timeto get to class

#heck spacebefore you

leave, keeptrack ofpersonalbelongings

Be a goode$ample to

otherstudents,leave theroom betterthan youfound it

Honor !o your ownwork; tell the Beconsiderate of Keep yourown place in %eport anygraiti or


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Teaching Matrix Activity

(Identify cells that you would change)

Classroom Lunchroom Bus Hallway Assembly

RespectOthers

No food inclass

Eat your ownfood

Stay in yourseat

Noharassment No iolence

Arrie on timeto spea!er

RespectEnironment" #roperty

Recycle paper Return trays $eep feet on

floor %o not litter

Leave the

auditorium as

clean as you

find it.

Respect&ourself

%o your best 'ash your

hands Be at stop on

time (se your

words No hats No )um

RespectLearnin)

Haematerials

ready

Eat balanceddiet

*o directlyfrom bus to

class

*o directly toclass

%iscuss topicsin class w+

others


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Teaching Matrix Activity

(Identify cells that you would change)

Classroom Lunchroom Bus Hallway Assembly

RespectOthers

No food inclass

Eat your ownfood

Stay in yourseat

Noharassment No violence

Arrie on timeto spea!er

RespectEnironment" #roperty

Recycle paper Return trays $eep feet on

floor Do not litter

Leae theauditorium asclean as you

find it,

Respect&ourself

%o your best 'ash your

hands Be at stop on

time (se your

words No hats No gum

RespectLearnin)

Haematerials

ready

Eat balanceddiet

*o directlyfrom bus to

class

*o directly toclass

%iscuss topicsin class w+

others


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>o#an


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)ctivity #eaching Matri"

Define your school-wide e"pectations

Define a set of possible locations

Select 7 location Define the best e"ample of behaving

appropriately,

%dentify the most common behavioral error in

that location* and identify the positivealternative,

rite these two positive behaviors in each cellof the matri",


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Learning Matrix

Location ) Location * Location + Location , Location - Location .

"/pectation )

"/pectation *

"/pectation +

"/pectation ,

"/pectation -


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Discipline Matrix

Location )

Lunch

Location * Location +

Classroom

Location , Location - Location .

"/pectation )

#espect

Sit withyourclass

'istenwhenothersspea&/

"/pectation *

#esponsible

Cleanup yourarea

Be ontas&

"/pectation +

"/pectation ,

"/pectation -


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)ctivity

)s a team (your table+

5se the behavioral e"pectations from onemember of the team as the standard for yourschool.

Select a location in the school

rite a teaching plan that can be delivered to

83-A3 students in 72-7@ min,


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Continuum of Conseuences for

Behavioral 0rrors Do not ignore problem behavior,

(unless ignoring is part of a specific program+

Define specific teacher responses for minor. and maLor. problem behavior,

Define a general rule. for when a teacher should send astudent to the office,

Do >$# e"pect office referrals to change behavior, 5se office referrals to (a+ prevent problem behavior from being

rewarded* (b+ prevent escalation* and (c+ prevent problem behavior frominterrupting on-going instruction,

5se teaching to change behavior See www,swis,org for a list of behavioral definitions for problem

behavior,


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$n-going !eward of )ppropriate Behavior

0very faculty and staff member ac&nowledges

appropriate behavior, - to ) ratio of positive to negative contacts

System that ma&es ac&nowledgement easy and simple

for students and staff,

Different strategies for ac&nowledging appropriate

behavior (small freuent rewards more effective+ Beginning of class recognition

!affles

$pen gym

Social ac&nowledgement


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Cougar Traits in the Community

Student >ame

Displayed the Cougar #rait of

!espect

!esponsibility

Caring

Citienship

(Circle the trait you observed+

Signature

%f you would li&e to write on the bac& the details of what you observed feel

freeN #han& you for supporting our youth,


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Bra) Bo-. would li!e to share that /r,+/rs, /iss 0000000001

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%o build staff moral 'e be0an reco0ni1in0 the positive thin0s 'e 'ere

seein0 amon0 the adults in our buildin02


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)re !ewards DangerousF

Oour research team has conducted a series of reviews and analysis of (thereward+ literature our conclusion is that there is no inherent negative property of

reward, $ur analyses indicate that the argument against the use of rewards is an

overgeneraliation based on a narrow set of circumstances,. Iudy Cameron* 8338 Cameron* 8338

Cameron ? Pierce* 7;;=* 8338

Cameron* Ban&o ? Pierce* 8337

%he underminin0 effect of e/trinsic re'ard on intrinsic motivation remainsunproven.

Steven !eiss* 8332

A3in$Little4 52 A24 "c3ert4 %2 L24 Lovett4 B2 624 7 Little4 S2 G2 8*99,:2 "/trinsic reinforcement in the classroom;

Briber& or best practices2 School


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hat the orlds Greatest Managers Do Differently.-- Buc&ingham ? Coffman 8338* Gallup

!ntervie's 'ith ) million 'or3ers4 =94999 mana0ers4 in ,99 companies2 Create wor&ing environments where employees 7, Know what is e"pected 8, Eave the materials and euipment to do the Lob correctly


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Iowa Elementary Schools

Team Checklists 02-04 ! Items "#lly $ %artially Implemente&

2

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Midd#e S"hoo# with 522 students

Total )e* +ers#s )e*,Day,


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2

42

82

;2:2

52


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Data As of an 42th


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hy should we be committed to

implementation of SPBSF SPBS benefits children

!eduction in problem behavior $ffice discipline referrals

Suspensions

0"pulsions

%mproved effectiveness for intensive interventions

%ncreased student engagement !is& and protective factors improve

Students perceive school as a safer* more supportive environment

%mproved academic performance hen coupled with effective instruction

%mproved family involvement


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Comparison o* SET Score an& )ection in -D)

Marylan&

123

C93

193

913

C23

C:3C93

113 1C3

593

523

553

;93

883

:83

1


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S"hoo#s at "riterion average a 853 #ower DR rate


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DR*422 4.4; .54 .; .21

TIC Tota# 9


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=ent


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%owa 0lementary School


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0"amples

?RMS

7ideo #in'


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implementation of S-PB%SF Benefits to faculty and staff %mproved consistency across faculty

Better collaboration in support of individual students

%mproved classroom management Classroom routines

Strategies for preventing and pre-empting problem behavior

!educed faculty absenteeism

%ncreased faculty retention

%mproved substitute performance/perception

%ncreased ratings of faculty effectiveness. Staff perceive themselves as more effective due to coherent

planning* improved student behavior* effective strategies for

addressing problems,


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implementation of S-PB%SF Benefits to District/Community

%mproved cost effectiveness 7 $D! 72 min staff time =2 min student time

Sustained effects across administrator* faculty* staff* studentchange,

Cost of re-creating systems draws away from effective education,

)dministrative benefits of scale

Cost savings for data systems 0ffective transitions among faculty when they shift from one school to

another,

0ffective innovation Data systems promote innovation,

ocus on research-based practices

err 1enne&y Mi&&le Sch


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2

;22


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hat does a reduction of @23 office referrals and 82

suspensions meanFKennedy Middle School

Savings in

)dministrative time $D! 72 min

Suspension =2 min

7


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0123 of Students

0453

053

SEC-2D3)/ %)E4E2TI-2 Check in/out

Targeted social skills instruction Peer-based supports Social skills club

TE)TI3)/ %)E4E2TI-2 Function-based support raparound/PCP

Special !ducation

%)IM3)/ %)E4E2TI-2

Teach " encourage positiveS e#pectations Proactive S discipline !ffective instruction Parent engagement

Audit

4.Identif& eisting pra"ti"es b& tier

8.Spe"if& out"o$e for ea"h effort

;.Eva#uate i$p#e$entationa""ura"& , out"o$e effe"tiveness

:.E#i$inate*integrate based on

out"o$es

5.Estab#ish de"ision ru#es FRtIG


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Summary

%nvest in prevention

Build a social culture of competence

ocus on different systems for differentchallenges

Build local capacity through team processes* and

adaptation of the practices to fit the local conte"t

5se data for decision-ma&ing

Begin with active administrative leadership

school discipline topic 7

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