Boosting the POSITIVE;Shrinking the NEGATIVE!

BY

Chris Bryant, Cheryl Good, and Teresa Shifflett

Boosting the POSITIVE;Shrinking the NEGATIVE!

BY

Chris Bryant, Cheryl Good, and Teresa Shifflett

Effective School-wide DisciplineEffective School-wide Discipline2008 Implementers’ Forum2008 Implementers’ Forum

Effective School-wide DisciplineEffective School-wide Discipline2008 Implementers’ Forum2008 Implementers’ Forum

Elkton Middle SchoolElkton Middle School Grades/Ages:Grades/Ages: 5th-8th grade 5th-8th grade Student Population:Student Population:514514 Student Ethnicity:Student Ethnicity: 485 White/Non Hispanic, 485 White/Non Hispanic,

22 Black/NonHispanic, 7 Hispanic22 Black/NonHispanic, 7 Hispanic % of Students on free/reduced Lunch:% of Students on free/reduced Lunch:30.430.4 % of Students receiving special education % of Students receiving special education

services: services: 1010 Urban/Rural/Suburban School:Urban/Rural/Suburban School: Rural Rural

Grades/Ages:Grades/Ages: 5th-8th grade 5th-8th grade Student Population:Student Population:514514 Student Ethnicity:Student Ethnicity: 485 White/Non Hispanic, 485 White/Non Hispanic,

22 Black/NonHispanic, 7 Hispanic22 Black/NonHispanic, 7 Hispanic % of Students on free/reduced Lunch:% of Students on free/reduced Lunch:30.430.4 % of Students receiving special education % of Students receiving special education

services: services: 1010 Urban/Rural/Suburban School:Urban/Rural/Suburban School: Rural Rural

ELKS TEAM MISSIONELKS TEAM MISSION

Each student will achieve excellence in Each student will achieve excellence in academics, citizenship, and community academics, citizenship, and community

service. service.

Each student will achieve excellence in Each student will achieve excellence in academics, citizenship, and community academics, citizenship, and community

service. service.

“Go ELKS”

Targeted Benchmarks of QualityTargeted Benchmarks of Quality Faculty are aware of behavior problems Faculty are aware of behavior problems

across campus.across campus. Major/Minor behaviors are clearly identified Major/Minor behaviors are clearly identified

and understood.and understood. A system of rewards has elements that are A system of rewards has elements that are

implemented consistently across campus.implemented consistently across campus. A behavioral curriculum includes concept A behavioral curriculum includes concept

and skill level instruction.and skill level instruction. Booster sessions for students and staff are Booster sessions for students and staff are

planned, scheduled, and delivered.planned, scheduled, and delivered.

Faculty are aware of behavior problems Faculty are aware of behavior problems across campus.across campus.

Major/Minor behaviors are clearly identified Major/Minor behaviors are clearly identified and understood.and understood.

A system of rewards has elements that are A system of rewards has elements that are implemented consistently across campus.implemented consistently across campus.

A behavioral curriculum includes concept A behavioral curriculum includes concept and skill level instruction.and skill level instruction.

Booster sessions for students and staff are Booster sessions for students and staff are planned, scheduled, and delivered.planned, scheduled, and delivered.

Statement of Problem: Frequent Violators

Statement of Problem: Frequent Violators

Our Data showed a large number Our Data showed a large number of frequent violators. of frequent violators. Many of the same students were Many of the same students were committing the same or similar committing the same or similar negative behaviors each six weeks negative behaviors each six weeks and not being able to participate in and not being able to participate in positive behavior supports.positive behavior supports.Students exhibiting negative Students exhibiting negative behaviors were not being taught a behaviors were not being taught a positive replacement behavior in a positive replacement behavior in a planned, structured environment.planned, structured environment.

Our Data showed a large number Our Data showed a large number of frequent violators. of frequent violators. Many of the same students were Many of the same students were committing the same or similar committing the same or similar negative behaviors each six weeks negative behaviors each six weeks and not being able to participate in and not being able to participate in positive behavior supports.positive behavior supports.Students exhibiting negative Students exhibiting negative behaviors were not being taught a behaviors were not being taught a positive replacement behavior in a positive replacement behavior in a planned, structured environment.planned, structured environment.

What we did:Redesigned the Behavior System

What we did:Redesigned the Behavior System

1.1. We redesigned the behavior system with We redesigned the behavior system with defined minor/major consequences and a new defined minor/major consequences and a new discipline slip so that we could more discipline slip so that we could more specifically address problem behaviors.specifically address problem behaviors.

1.1. We redesigned the behavior system with We redesigned the behavior system with defined minor/major consequences and a new defined minor/major consequences and a new discipline slip so that we could more discipline slip so that we could more specifically address problem behaviors.specifically address problem behaviors.

What we did:Implemented Positive Recognition:

Pride Days

What we did:Implemented Positive Recognition:

Pride Days 1.1. The School previously had Pride Days to reward students who The School previously had Pride Days to reward students who

had no discipline referrals during a six weeks. We changed had no discipline referrals during a six weeks. We changed Pride Days to school-wide events and began advertising them Pride Days to school-wide events and began advertising them at the beginning of the yearat the beginning of the year

2.2. PRIDE DAY is a time to celebrate students’ good deeds and positive PRIDE DAY is a time to celebrate students’ good deeds and positive contributions.contributions.

3.3. The last Friday of every six weeks is set aside for the "PRIDE DAY" The last Friday of every six weeks is set aside for the "PRIDE DAY" celebration. Celebrations have included sports options, talent shows, celebration. Celebrations have included sports options, talent shows, field days and many other activities.field days and many other activities.

1.1. The School previously had Pride Days to reward students who The School previously had Pride Days to reward students who had no discipline referrals during a six weeks. We changed had no discipline referrals during a six weeks. We changed Pride Days to school-wide events and began advertising them Pride Days to school-wide events and began advertising them at the beginning of the yearat the beginning of the year

2.2. PRIDE DAY is a time to celebrate students’ good deeds and positive PRIDE DAY is a time to celebrate students’ good deeds and positive contributions.contributions.

3.3. The last Friday of every six weeks is set aside for the "PRIDE DAY" The last Friday of every six weeks is set aside for the "PRIDE DAY" celebration. Celebrations have included sports options, talent shows, celebration. Celebrations have included sports options, talent shows, field days and many other activities.field days and many other activities.

What we did!Implemented Positive Recognition:

Kudos and Comments Boxes

What we did!Implemented Positive Recognition:

Kudos and Comments Boxes Each Pride period classroom has an anonymous drop box for students to Each Pride period classroom has an anonymous drop box for students to submit Kudos, ask questions, and/or report any concerns (ie. bullying, fighting, submit Kudos, ask questions, and/or report any concerns (ie. bullying, fighting, other concerns).other concerns).

Each school day, students and teachers may submit a name to the office for Each school day, students and teachers may submit a name to the office for exceptional performance in any of the three main areas:exceptional performance in any of the three main areas:

Academics, Citizenship, Community ServiceAcademics, Citizenship, Community Service

These students and/or faculty members are recognized by name each day on These students and/or faculty members are recognized by name each day on the morning announcements for their good deeds.the morning announcements for their good deeds.

In addition, these students and/or faculty members’ names are placed in the In addition, these students and/or faculty members’ names are placed in the office drop box for a special end of six weeks drawing.office drop box for a special end of six weeks drawing.

Each Pride period classroom has an anonymous drop box for students to Each Pride period classroom has an anonymous drop box for students to submit Kudos, ask questions, and/or report any concerns (ie. bullying, fighting, submit Kudos, ask questions, and/or report any concerns (ie. bullying, fighting, other concerns).other concerns).

Each school day, students and teachers may submit a name to the office for Each school day, students and teachers may submit a name to the office for exceptional performance in any of the three main areas:exceptional performance in any of the three main areas:

Academics, Citizenship, Community ServiceAcademics, Citizenship, Community Service

These students and/or faculty members are recognized by name each day on These students and/or faculty members are recognized by name each day on the morning announcements for their good deeds.the morning announcements for their good deeds.

In addition, these students and/or faculty members’ names are placed in the In addition, these students and/or faculty members’ names are placed in the office drop box for a special end of six weeks drawing.office drop box for a special end of six weeks drawing.

Pride Day RewardsPride Day Rewards

Pride Day participants qualify to receive some of the following:Pride Day participants qualify to receive some of the following:

Recognition on announcements for having good characterRecognition on announcements for having good character Recognition at awards assembliesRecognition at awards assemblies Pictures displayed in the schoolPictures displayed in the school Free ice cream passesFree ice cream passes Coupons from local storesCoupons from local stores T-shirts or other incentives for demonstrating the Pillars of T-shirts or other incentives for demonstrating the Pillars of

CharacterCharacter Notebooks, paper, pencils and other school suppliesNotebooks, paper, pencils and other school supplies Name submitted for end of six weeks drawingName submitted for end of six weeks drawing Chance to win Regal Cinemas movie gift certificatesChance to win Regal Cinemas movie gift certificates Other fun prizesOther fun prizes

Pride Day participants qualify to receive some of the following:Pride Day participants qualify to receive some of the following:

Recognition on announcements for having good characterRecognition on announcements for having good character Recognition at awards assembliesRecognition at awards assemblies Pictures displayed in the schoolPictures displayed in the school Free ice cream passesFree ice cream passes Coupons from local storesCoupons from local stores T-shirts or other incentives for demonstrating the Pillars of T-shirts or other incentives for demonstrating the Pillars of

CharacterCharacter Notebooks, paper, pencils and other school suppliesNotebooks, paper, pencils and other school supplies Name submitted for end of six weeks drawingName submitted for end of six weeks drawing Chance to win Regal Cinemas movie gift certificatesChance to win Regal Cinemas movie gift certificates Other fun prizesOther fun prizes

What we did:Booster Sessions

What we did:Booster Sessions

4.4. Students who had received a major infraction Students who had received a major infraction as a result of negative behavior choices went to as a result of negative behavior choices went to a room per grade level for a booster session.a room per grade level for a booster session.

• Students reflected on the negative behavior, the Students reflected on the negative behavior, the antecedent, and what they can do in the future antecedent, and what they can do in the future to replace the negative with a positive behavior.to replace the negative with a positive behavior.

• Teachers directly teach replacement behaviors Teachers directly teach replacement behaviors and conference with students.and conference with students.

4.4. Students who had received a major infraction Students who had received a major infraction as a result of negative behavior choices went to as a result of negative behavior choices went to a room per grade level for a booster session.a room per grade level for a booster session.

• Students reflected on the negative behavior, the Students reflected on the negative behavior, the antecedent, and what they can do in the future antecedent, and what they can do in the future to replace the negative with a positive behavior.to replace the negative with a positive behavior.

• Teachers directly teach replacement behaviors Teachers directly teach replacement behaviors and conference with students.and conference with students.

What we did: Booster Session in BIP

What we did: Booster Session in BIP

5. Implemented behavior reflection and education in 5. Implemented behavior reflection and education in the Behavior Improvement Program (BIP).the Behavior Improvement Program (BIP).

This is a short time of reflection and education on the targeted This is a short time of reflection and education on the targeted behavior. behavior.

Students also complete school assignments in BIP.Students also complete school assignments in BIP.

5. Implemented behavior reflection and education in 5. Implemented behavior reflection and education in the Behavior Improvement Program (BIP).the Behavior Improvement Program (BIP).

This is a short time of reflection and education on the targeted This is a short time of reflection and education on the targeted behavior. behavior.

Students also complete school assignments in BIP.Students also complete school assignments in BIP.

Outcomes: No questions about expectations

and consequences!

Outcomes: No questions about expectations

and consequences!

Newly designed major/minor system Newly designed major/minor system worked well because staff and students worked well because staff and students bought in and were able to easily define bought in and were able to easily define behavior. There were no longer any behavior. There were no longer any questions about consequences.questions about consequences.

Newly designed major/minor system Newly designed major/minor system worked well because staff and students worked well because staff and students bought in and were able to easily define bought in and were able to easily define behavior. There were no longer any behavior. There were no longer any questions about consequences.questions about consequences.

OutcomesOutcomes

Decreased number of students Decreased number of students repeatedly committing the same negative repeatedly committing the same negative behaviors.behaviors.

Decreased number of students Decreased number of students repeatedly committing the same negative repeatedly committing the same negative behaviors.behaviors.

OutcomesOutcomes

Better understanding and more open Better understanding and more open communication between parents, communication between parents, students, and faculty.students, and faculty.

Better understanding and more open Better understanding and more open communication between parents, communication between parents, students, and faculty.students, and faculty.

Statement of Problem: We need Proactive Booster Sessions!

Statement of Problem: We need Proactive Booster Sessions!

We realized students as a whole were We realized students as a whole were not being TAUGHT how to behave not being TAUGHT how to behave with positive character in a planned with positive character in a planned and structured setting during the and structured setting during the regular school day.regular school day.

We realized students as a whole were We realized students as a whole were not being TAUGHT how to behave not being TAUGHT how to behave with positive character in a planned with positive character in a planned and structured setting during the and structured setting during the regular school day.regular school day.

Students working on a PRIDE Lesson.

PILLARS OF CHARACTER:PILLARS OF CHARACTER:

Trustworthiness

Respect

Responsibility

Fairness

Caring

Citizenship

What We Did:Developed PRIDE PERIOD

What We Did:Developed PRIDE PERIOD

1.1. PRIDE Period was developed:PRIDE Period was developed: Pride Period is a small group environment with a 1 to 14 teacher/student ratio. This Pride Period is a small group environment with a 1 to 14 teacher/student ratio. This

is a time for students and teachers to discuss having is a time for students and teachers to discuss having ELKS PRIDEELKS PRIDE which instills which instills within each student the knowledge that he/she is a valued member of our school. within each student the knowledge that he/she is a valued member of our school.

Each school day from 2:55-3:15 students spend time in their Pride Period with their Each school day from 2:55-3:15 students spend time in their Pride Period with their teacher mentor who introduces a different pillar of character each six weeks. The teacher mentor who introduces a different pillar of character each six weeks. The primary focus is on team building skills, academic strategies and individual primary focus is on team building skills, academic strategies and individual conferences between student and teacher.conferences between student and teacher.

2.2. Lessons were Created:Lessons were Created: • Teachers were provided weekly lessons and were also encouraged to Teachers were provided weekly lessons and were also encouraged to

tailor the time to their groups’ specific needs.tailor the time to their groups’ specific needs.

1.1. PRIDE Period was developed:PRIDE Period was developed: Pride Period is a small group environment with a 1 to 14 teacher/student ratio. This Pride Period is a small group environment with a 1 to 14 teacher/student ratio. This

is a time for students and teachers to discuss having is a time for students and teachers to discuss having ELKS PRIDEELKS PRIDE which instills which instills within each student the knowledge that he/she is a valued member of our school. within each student the knowledge that he/she is a valued member of our school.

Each school day from 2:55-3:15 students spend time in their Pride Period with their Each school day from 2:55-3:15 students spend time in their Pride Period with their teacher mentor who introduces a different pillar of character each six weeks. The teacher mentor who introduces a different pillar of character each six weeks. The primary focus is on team building skills, academic strategies and individual primary focus is on team building skills, academic strategies and individual conferences between student and teacher.conferences between student and teacher.

2.2. Lessons were Created:Lessons were Created: • Teachers were provided weekly lessons and were also encouraged to Teachers were provided weekly lessons and were also encouraged to

tailor the time to their groups’ specific needs.tailor the time to their groups’ specific needs.

Student shares his talent with his PRIDE Period!

What We Do During PRIDE PeriodWhat We Do During PRIDE Period

Teach and Review Pillar of Character for Teach and Review Pillar of Character for the monththe month

Team Building ActivitiesTeam Building Activities

Student/Teacher conference- Review Student/Teacher conference- Review (behavior, academic, social)(behavior, academic, social)

Guidance as needed (Students work with Guidance as needed (Students work with guidance/administration to mediate guidance/administration to mediate interpersonal conflicts as needed)interpersonal conflicts as needed)

Channel 1Channel 1

School Contests and CompetitionsSchool Contests and Competitions

Teach and Review Pillar of Character for Teach and Review Pillar of Character for the monththe month

Team Building ActivitiesTeam Building Activities

Student/Teacher conference- Review Student/Teacher conference- Review (behavior, academic, social)(behavior, academic, social)

Guidance as needed (Students work with Guidance as needed (Students work with guidance/administration to mediate guidance/administration to mediate interpersonal conflicts as needed)interpersonal conflicts as needed)

Channel 1Channel 1

School Contests and CompetitionsSchool Contests and Competitions

Fifth grade students working on a cooperative learning activity in Pride Period

OutcomesOutcomes Students have a positive place to ask questions Students have a positive place to ask questions

about behavior and character and get the answers about behavior and character and get the answers they need.they need.

Students have a positive place to ask questions Students have a positive place to ask questions about behavior and character and get the answers about behavior and character and get the answers they need.they need.

““To teach students well requires that we know each student well.”To teach students well requires that we know each student well.”

Theodore SizerTheodore Sizer Breaking Ranks in the MiddleBreaking Ranks in the Middle

OutcomesOutcomesStudents have a small group support system in PRIDE Students have a small group support system in PRIDE period and an adult mentor.period and an adult mentor.Students have a small group support system in PRIDE Students have a small group support system in PRIDE period and an adult mentor.period and an adult mentor.

““Every student should be well known by at least one adult. Students should be able to rely on that Every student should be well known by at least one adult. Students should be able to rely on that adult to help learn from their experiences, comprehend physical changes, and changing relations adult to help learn from their experiences, comprehend physical changes, and changing relations with family and peers, act on behalf to marshal every school community resource needed for the with family and peers, act on behalf to marshal every school community resource needed for the student to succeed, and help to fashion a promising vision of the future.”student to succeed, and help to fashion a promising vision of the future.”

Turning Points 2000Turning Points 2000

Breaking Ranks in the MiddleBreaking Ranks in the Middle

Students learn anti-bullying strategies and compete in an Anti-bullying contest.

OutcomesImproved School-wide Behavior!

OutcomesImproved School-wide Behavior!

2006/2007 Data 2007/2008 Data

OutcomesMore Self-Aware Students!

OutcomesMore Self-Aware Students!

Students are now able to discuss reasons behind behavior Students are now able to discuss reasons behind behavior expectations.expectations.

Students discuss good character and have been noted Students discuss good character and have been noted using character strategies from Pride Period throughout using character strategies from Pride Period throughout the day.the day.

Students are now able to discuss reasons behind behavior Students are now able to discuss reasons behind behavior expectations.expectations.

Students discuss good character and have been noted Students discuss good character and have been noted using character strategies from Pride Period throughout using character strategies from Pride Period throughout the day.the day.

Students creating Holiday Cards for Soldiers.

OutcomesOutcomes

Students are being taught positive replacement Students are being taught positive replacement behaviors for common, negative behaviors before behaviors for common, negative behaviors before they commit the negative behavior!they commit the negative behavior!

Students are able to identify negative triggers Students are able to identify negative triggers and replace negative behavior with positive and replace negative behavior with positive actions!actions!

Students are being taught positive replacement Students are being taught positive replacement behaviors for common, negative behaviors before behaviors for common, negative behaviors before they commit the negative behavior!they commit the negative behavior!

Students are able to identify negative triggers Students are able to identify negative triggers and replace negative behavior with positive and replace negative behavior with positive actions!actions!

OutcomesOutcomes

Previously underused time of the day became a Previously underused time of the day became a positive time for students and faculty.positive time for students and faculty.

Previously underused time of the day became a Previously underused time of the day became a positive time for students and faculty.positive time for students and faculty.

Students often work with hands-on manipulative to solve problems, learn character and team-building skills.

Elkton Middle SchoolElkton Middle School

Elkton, Va. 22827Elkton, Va. 2282721063 Blue & Gold Drive21063 Blue & Gold Drive540-298-1228540-298-1228Fax- 540-298-0029 Fax- 540-298-0029 http://www.rockingham.k12.va.us/EMS/http://www.rockingham.k12.va.us/EMS/

Elkton, Va. 22827Elkton, Va. 2282721063 Blue & Gold Drive21063 Blue & Gold Drive540-298-1228540-298-1228Fax- 540-298-0029 Fax- 540-298-0029 http://www.rockingham.k12.va.us/EMS/http://www.rockingham.k12.va.us/EMS/

“Go ELKS”