Brookview Elementary
Goal for WVMPSC
WV schools will have a safe,
orderly environment conducive to
learning for all that promotes
good character within a caring
culture.
Healthy People 2010
“Schools have more influence on the lives
of youth than any other social institution
except the family, and provide a setting in
which friendship networks develop,
socialization occurs, and norms that
govern behavior are developed and
reinforced.”
Maslow’s Hierarchy of Needs
“If we as educators keep
doing the same thing over
and over with the same
negative result – Who is the
slow learner?”
NORMS
What are the norms in your school?
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Student norms
Staff
Administrative
Parental
Process of Change
Reflection of Changing Norms
What Is Respect & Protect?
• Comprehensive approach to violence prevention and
intervention
• Everyone is obliged to respect and protect the rights of
others
• Both adult and student centered
• Promotes a system-wide ethos: Violence is not tolerated
Goals of Respect & Protect
• To ensure the safety and well-being of
both students and educators.
• To reduce the severity and frequency of
and eventually to eliminate all incidents of
violence from the school setting.
• To promote an intrinsic social
consciousness in our youth
Continued:
• To eliminate the two pervasive attitudes
that directly spawn and support violence
in schools: entitlement and tolerance.
• To create a safe, supportive, nurturing,
non-punitive atmosphere that is highly
conducive to learning. (Single School
Climate)
Reporting
Reporting vs. Tattling
What is PREVENTION?
THE PROCESS THAT TEACHES
AND TRAINS PEOPLE TO CHOOSE
ACCEPTABLE BEHAVIOR AND HELPS
DEVELOP AN ATTITUDE OF RESPECT
FOR ONESELF AND OTHERS…
Cognitive Restructuring
What is
INTERVENTION?
THE PROCESS THAT HELPS PEOPLE
BECOME RESPONSIBLE FOR THEIR
BEHAVIOR AND FOR THE CONSEQUENCES
OF THAT BEHAVIOR…
•Anti-social conduct
•Bulling/Harassment/intimidation
•Cheating
•False Identification
•Disorderly Conduct
•Insubordination
•Theft
•Forgery/Fraud/Gambling
•Improper operation of a motor vehicle
•Alcohol Possession or use •Violation of School Rules or
•Defacing School Property
policies
•Disobeying a teacher
•Profane language
•Assault/Battery on school employee
•Hazing
•Gang Activity
•Inappropriate displays of affection
•Loitering
•Inappropriate dress & grooming
•Leaving school without permission
•Tardiness
Policy 4373
•Technology abuse
•Felony
•Possession of a controlled
substance
•Possession of a firearm
or deadly weapon
•Sale of a narcotic
drug
•Tobacco
•Trespassing
•Truancy
Student Code
of Conduct
Change in class schedule
Expulsion
Before/After School & Weekend
Detention
In/out of school suspension
WV Framework for High Performing School
Systems
Parent Recognition of Positive
School Climate
What is Single School Culture?
• A way of organizing and running a
school. It begins with shared norms,
beliefs, values, and goals and results in
agreed upon processes and procedures
that produce consistency in practice.
• A Single School Culture results in
consistency of both adult and student
practices related to:
– Behavior
– Achievement
– Climate
“Toxic Cultures” Staff:
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View students as the problem rather than as their
valued clients.
Are sometimes part of negative subcultures that are
hostile and critical of change.
Believe they are doing the best they can and do not
search out new ideas.
Frequently share stories and historical perspectives on
the school that are often negative, discouraging, and
demoralizing.
Complain, criticize, and distrust any new ideas,
approaches, or suggestions for improvement raised by
planning committees.
Rarely share ideas, materials, or solutions to
classroom problems.
Have few ceremonies or school traditions that
celebrate what is good and hopeful about their place of
work.
(Deal and Peterson, 1998)
Reversal of Toxic Culture
Traits of Adults Who Succeed At
Environmental Control
• Congruence
• Compassion
• Conviction
• Courage
• Consistency
Establishing Environmental
Control
1. A collective, determined stance against
violence
2. Clear definition of violence is adopted and
communicated to everyone
3. Policies and procedures
4. School-wide rules
5. Adult supervision of the campus
6. Extinguish, enabling, entitlement, and tolerance
7. Prevention and intervention programs
Piecemeal strategies for
eliminating violence do not
work!
The only thing that works is a
collective determined effort by all
adults working together…….
It is the essence of
ENVIRONMENTAL CONTROL
Working Together
If prevention is to work, it must
be CONSISTENT. To be
consistent, all the adults must
agree on terms.
Herein lies the most difficult
part of intervention and
prevention: deciding which
actions merit our stepping in.
IT TAKES A SYSTEM
TO CRACK A SYSTEM
Definition of Violence
• Is any mean word, look, sign, or act that
hurts a person’s body, feelings or things.
• No one is entitled to use violence
• Violence is not tolerated at our school
The Pledge
FIRST YEAR PLAN
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Definition of Violence
Behavior Identification Form
Consistent classroom management
Core behavior teams
Surveys
Parent notification & involvement
Teaching students before you begin
Developmental guidance/reporting
School wide positive initiative/incentives
Student agendas
Create a R&P Student Team or Club
Build your “tool box” of support services
THE BASIC PRINCIPLES OF
INTERVENTION:
• You are not responsible for others, but to them
• Every child needs a connector
• Violence is systemic and requires
a systematic approach that deals effectively with it over
time
Behavior Intervention Form
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Inappropriate behaviors
Arranged by levels of severity
Includes Responsible Students Program
Immediate Teacher Actions
WVEIS Behavior Codes
White/Parent Yellow/Behavior Team
Pink/Staff
• Conduct grades
“Connector” and Support Services
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Mentors
Law enforcement
School nurses
Judges
DHHR- Youth Services
Physicians
Agencies and counselors
SAT Team
FRNs
Retired educators
Juvenile Probation
In school Suspension
Peer Mediation
Other community resources
Core Behavior Team
Responsibilities
• Select team members (representative of grade
levels, areas of expertise)
• Assignment of grade level files to each team
member
• Review BIFs (levels of frequency and severity;
patterns of behavior)
• Make referrals to support services
• Teacher Memo (positives and areas that need
attention)
• Meet weekly
• Be consistent! Cheerlead! Communicate!
Sustain Climate
“When we adults agree on how to respond
to a situation, and when we follow through
consistently over time, the message is
clear and the effect is galvanizing !”
Extrinsic
Intrinsic
“THE VISION”
•Timeline
•All Components in Place
•Behavior Intervention Form
•School Wide Positive Initiative
•Incentives
•Positive Staff Attitudes and Follow Through
•Respect and Help Your Core Behavior Team
•Utilize Your WVMPSC Consultants
•School Wide CONSISTENCY
•Systemic Change Takes 3-5 Years/Positive Change
Occurs Every Year