Alternatives to Suspension
Agenda
•
•
•
•
Why Develop Alternatives
Alternatives to Suspension
Re-Entry Process and Procedures
Making It Happen
2
Developing Alternatives
to Suspension
Goal is to Change Behavior:
• Data indicate suspension is not effective in changing behavior
• Desire to move away from consequences as ‘punishment’
• Discipline means ‘to teach’
• Minority and special education students are over represented
• Negative Side Effects:
• Impedes academic success
• Dropout rate increases
• Students disengage from the learning process
(Peterson, http://www.mslbd.org/Admin_Conference/Peterson%2010-6-06.pdf)
3
Alternatives
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Mini-Courses
Community Service/Service Learning
Behavior Monitoring, Behavior Contracts
Cool-Off Passes
Reflective Activities
Alternate Schedule
Restitution, Restorative Justice
Peer Mediation/Teen Court
Referral to Community Agencies/Diversion Programs
‘New and Improved’ ISS, Saturday School, Detentions
Loss of Privileges
4
1. Mini-Courses
• Independent, specific topics covered
• Combination of videos, readings, research, etc.
• YouTube, popular movies, TV shows, etc…
• Blackboard, Illuminate, I-Tunes, etc…
• Consider testing on the content at the
completion of the course
• Can be developed for any age level or
behavior
5
Ideas for Courses
• Specific Skills:
•
•
•
•
How to disagree respectfully
How to calm down when angry
Alternative responses during tense situations
How to organize your time
• Specific Curricula:
• Skillstreaming and PREPARE
• Help task analyze specific actions involved in the
skills
6
Ideas for Courses
Concept-Level Topics:
• Variations in respectful behavior across cultures
• Research the pros and cons of a rule
• What might happen without the rule?
• Why is it important to have a rule like “X” in place?
• Identify current or historical events where a public
figure violated a similar behavioral norm
• What happened as a result of that person’s behavior?
• Are there similarities to the student’s situation?
7
2. Community Service
and Service Learning
• Helps build ties to the community and provides
access to positive adult role models
• Environmental clean up
• Tutoring younger students
• Assisting community service agencies
• Students link their service to one of the school’s
expectations and present on the outcomes
• Set time frame, not during school hours
8
3. Behavior Monitoring
• Students monitor their own behavior
• Get teacher agreements on ratings
• Meet with Guidance Counselor, Dean, or AP
on a weekly basis to review
• Could be included with ongoing counseling
9
Behavior Report Card
Points Possible: __72___
Adapted from Crone, Horner & Hawken (2004)
Name: ______Lisa Overton________________
Date: __2/1/08______
Points Received: __55__
% of Points:
Rating Scale: 3=Good day 2= Mixed day 1=Will try harder
tomorrow
GOALS
BE RESPECTFUL
BE RESPONSIBLE
BE PREPARED
HR
1st
2nd
3
2
3
3
2
3
1
3rd
__76__
Goal Achieved? Y N
4th
L
5th
6th
1
1
3
3
3
3
1
1
3
2
2
3
3
1
3
3
2
Teacher Comments: I really like how…
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________
Parent Signature(s) and Comments: _______________________________________________
FLPBS Tier 2 Excel Tool
Tier 2 Spreadsheet :
http://flpbs.fmhi.usf.edu/resources_targetedgroup.asp
Behavior Contracts
Guidelines:
•
•
•
•
•
•
Focus on only one behavior per contract
Develop contract collaboratively with student
Set realistic time frame and requirements
Identify reward if contract is met
Identify negative consequence if contract is broken
Sample templates: Tough Kid Toolbox
•
•
•
•
http://www.behavioradvisor.com/Contracts.html
http://specialed.about.com/library/templates/contract2.pdf
http://www.teachervision.fen.com/tv/printables/MENC_contract.pdf
http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Behavioral.pdf
12
Sample Behavior Contract
http://www.teachervision.fen.com/classroomdiscipline/printable/6767.html
4. Cool-Off Passes
• Ideal for students who have difficulty managing
frustration
• Student receives “X” number of passes for the
week
• Pass allows student to go a pre-determined area
to cool down and reflect
• If student has passes left at the end of the week,
and additional reward is earned
14
5. Reflective Activities
Student:
• Reflects on what happened
• Determines what could be done differently next
time
• Develops a plan
• Teacher follows up with student at regular
intervals
• Can be combined with other alternatives
15
6. Alternative Schedule
• Elementary Schools:
• One morning teacher; One afternoon teacher
• Secondary:
• Able to earn attending an elective that is highly
preferred by the student
• Allow student to attend a preferred elective
throughout the year/semester rather than rotating
through electives that are non-preferred
• If a preferred elective is not available for the student’s
grade, allow student to enroll, or combine with above
16
7. Restitution
• Student makes amends for the result of
his/her inappropriate behavior
• Fix, repair or clean up ‘problem’ situation
• Approval/agreement from the person(s) that
were offended is obtained that the
restitution will suffice
• Certification of completion from the
person(s) that were offended is obtained
17
7. Restorative Justice
• Students presents their case before a community or
school-based court
• Panel of judges
• Majority opinion wins
• Judges trained in alternatives to suspension,
provide rationale for their opinion
• Community partners should be involved
• Obtain parent & student agreement beforehand
• Court’s decision is binding
18
8. Peer Mediation/Teen Court
• Trained peers hear and review both sides of the
situation
• Peers decide the outcomes
• Both parties must agree to abide by the
outcomes
• Kids come up with very creative ideas!
19
9. Referral to Community
Agencies/Diversion Programs
• For ongoing problems, identify community agencies
to provide assistance
• Student must complete the agencies program
• Builds ties with the community and positive adult
role models
• Diversion programs
• First time offenders for drugs, tobacco, alcohol, etc.
• Program completion required with continued follow-up
20
10. New and Improved
ISS, Detentions, Saturday School
• Incorporate a social skills component
• ISS-assigned maximum # days but can work
towards getting out early by meeting specific
criteria
• Restitution, apologies, community service
• Saturday School
• Parent training component
• Early-release days may be another option
21
11. Loss of Privileges
• Unable to earn rewards/privileges
• Temporary loss of parking privileges
• Sports: Participation in practices only. Sidelined for
games
• Eat lunch in the cafeteria instead of outside
• Unable to attend club meetings for set amount of
time
22
Re-Entry Process and Procedures
Re-entry is a Priority:
• Buy-in from staff, parents and students
• When a student returns to class the first day, a neutral
party mediates re-entry
• Teacher-Student-Administration meet to problemsolve and teach before returning to class
• Helps heal student-teacher relationships
23
Additional Supports
•
•
•
•
•
•
•
Local Community Agencies
School Resource Officer
Probation Officer/Truant Officer (if applicable)
School Social Worker
Child’s Case Worker (if applicable)
Parents, family members
Administrator
24
Making It Happen: Keys to Alternatives
District and Administrator Support:
• Establish district-wide programs
• Administrator input essential
• Training for Administrators on alternatives and re-entry
process and procedures
• See Grid on following slide
• Requires advanced planning and organization
• Demonstrates commitment to behavioral change vs.
punishment
• Be creative and think outside the box
25
Contact Information and Resources
FLPBS:RtIB Project
•
•
•
•
Phone: (813) 974-6440
Fax: (813) 974-6115
E-mail: flpbs@fmhi.usf.edu
Website: http://flpbs.fmhi.usf.edu
OSEP Technical Assistance Center on PBIS
• Website: www.pbis.org
Association on PBS
• Website: www.apbs.org
27