Goal for WVMPSC
WV schools will have a safe
and orderly environment that
is conducive to learning for all.
Excerpt from 2007 State of the
State Address
“I also plan to work closely with our
state’s teachers on addressing the
growing problem of classroom and
student bullying. Schools should be
places where you enjoy the process of
growth and learning; not places of
fear and intimidation. For the
protection of students, teachers and
school service personnel alike, I will
do everything possible to make our
schools bully-free.”
Governor Joe Manchin III
Union to push student
discipline
Charleston Gazette Wednesday January 03,
2007
“State teacher’s union plans to
propose legislation this year that
would help teachers get a better grip
on student discipline, providing more
state funds for alternative school
programs.”
“You must be Timmy’s dad. I’m
Timmy’s teacher!”
“Well, Timmy, it looks like you’ve just earned yourself
10 Minutes in the cage with Mr. Whiskers.”
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.”
Typical Instructional Day
“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?
• Student norms
• Staff
• Administrative
• Parental
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)
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…
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
Planning by County Boards of
Education (§126-99-5)
• County boards of education shall
develop a plan for implementation by
July 1, 2003.
• Develop and implement an
education program for each grade
level, faculty and staff.
• County/school shall identify a
specific individual and his/her
designee to receive complaints.
• Specific procedures should be
established for failure of staff
member to report an alleged
violation.
• WV Code requires that the principal shall
suspend a student who commits a Level IV
violation.
• Level III and IV violations are to be
referred directly to the appropriate
administrator because of the serious
and/or unlawful nature of the misconduct.
• County policies should identify responses
and/or interventions that include, but are
not limited to, examples provided in state
policy.
Complaint Procedures (§12699-9)
• All violations of the Student Code
of Conduct observed by school
employees or students must be
reported to appropriate
personnel.
• Guidelines for failure of
employee to report are outline in
State Policy 5310, Performance
Evaluation of School Personnel.
WV Framework for High Performing
School Systems
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:
1. View students as the problem rather than as
their valued clients.
2. Are sometimes part of negative subcultures that
are hostile and critical of change.
3. Believe they are doing the best they can and do
not search out new ideas.
4. Frequently share stories and historical
perspectives on the school that are often
negative, discouraging, and demoralizing.
5. Complain, criticize, and distrust any new ideas,
approaches, or suggestions for improvement
raised by planning committees.
6. Rarely share ideas, materials, or solutions to
classroom problems.
7. Have few ceremonies or school traditions that
celebrate what is good and hopeful about their
place of work.
(Deal and Peterson, 1998)
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
ENABLING
• Enabling is any act- or failure to actthat protects someone from the
unpleasant consequences of doing
wrong..”let off the hook!”
• Failure to set clear consistent
standards supported by all.
• Misguided beliefs, feelings, attitudes,
actions
ENTITLEMENT
“The moment we tolerate the inappropriate actions
of a person who feels entitled to use violence, we’re
contributing to a ripple effect that will cover the
entire school system.”
• Students become desensitized to
violence through life experience and
media…violence is normal
• Students feel they have the right to
use violence
• Time Bombs…Loose Cannons
**ALL STUDENTS WILL BE CONSIDERED EQUAL**
TOLERANCE
• Parental influence (explain away)
• Justification for self-protection
• “I don’t want to deal with it”
• Increased Threshold of Violence
• Blaming: a classic enabling device
that deflects responsibility
• No system-wide ethos for rules
CONTINUUM
Shooting someone with
a gun
Hitting & Kicking
Intimidation
Taunting/Ridiculing
Name Calling
Staring/Leering
Gossiping
Eye Rolling
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.
Conflict in Schools
• Conflict is normal
You can solve it creatively or it can escalate
into violence
1. Physical violence
2. Nonphysical violence
• Language can hurt or help
“Sticks and Stones”
When left unchallenged by the adults, this
creates a culture that appears to condone
bias, prejudice and violence
Bully/Victim Violence
• Bullying is the
deliberate,
repeated harm or
threat of harm by
the same student
or group of
students against a
relatively
defenseless
student or staff
member.
5 Crucial Factors That Increase
The Likelihood of Becoming A
Bully.
1. The child’s temperament tends to
be “hot” and aggressive.
2. The parents have negative
attitude toward the child. The
behavior toward the child lacks
warmth and involvement.
Continued:
3.Parental discipline is permissive,
without clear limits and followthrough.
4.Parental discipline is authoritarian.
5.The child observes the parents in
frequent, intense conflict.
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
Self Control
Everyday I will control my words,
my actions and my emotions. My
failure to do so could hurt another
person’s body feelings or things.
Self Control Prevents Violence
And now for your
viewing
pleasure………
A dramatization of
Respect and Protect
FOUR STEPS OF
INTERVENTION:
• DETERMINE LEVEL OF VIOLENCE
• DETERMINE ACTION TO BE TAKEN
• DETERMINE CONSEQUENCES TO
BE TAKEN
• THERAPEUTIC INTERVENTIONS
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
How to Sustain
WVMPSC
• WVMPSC core team
• Program forms
• Continued professional development
Possible Funding Sources
• Federal programs
• School improvement monies
• Private sponsors
• Partners in education
• Business leaders
• PTO’s
• Church and civic organizations
WV Positive School Climate
Logic Model
1.
2.
3.
4.
5.
6.
7.
8.
Early detection, identification and
documentation of inappropriate behavior (BIF)
Developmental & Character Education
Staff/Parent Capacity Building
Elect/Convene a school-based behavioral team
Referral System
Schoolwide Postive Behavior
Initiative/Incentives
Advisory Board
Evaluation
Behavior Intervention Form
• Inappropriate behaviors
• Arranged by levels of severity
• Includes Responsible Students Program
• Immediate Teacher Actions
• WVEIS Codes
• White/Parent Yellow/Behavior Team
Pink/Staff
• Conduct grades
“Connector” and Support Services
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Mentors
Law enforcement
School nurses
Judges
DHHR- Youth Services
Physicians
Agencies and counselors
SAT Team
FRNs
Retired educators
Juvenile Probation
Inschool 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!
GETTING PARENTS
INVOLVED
• Informing parents
• Educating and involving parents
• Responding to parents
• Collaborating with parents
• What parents need from the school
• Utilization of parents
EVALUATION
• Why evaluate?
• How and when should you begin?
• What should you measure, and how
should you do it?
• How can you use the results of
evaluation?
• Is establishing a baseline important?
Respect & Protect Pyramid
S
CH
OI
CE
PARENTS
ES
NC
UE
EQ
NS
CO
COMMUNITY
STAFF
STUDENTS
CONSISTENCY
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 !”
FIRST YEAR PLAN
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
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
What works!
•
•
•
•
•
•
•
•
•
•
•
•
•
Morning pledge- reciting the definition of violence
“Greeter” every morning that sees every child in the school
Reporting vs. Tattling
Class meetings/assemblies to reflect on school climate
Consistent classroom management
Teaching the BIF (Student Code of Conduct)
Utilizing the school-wide positive initiative for students who
improve behaviors or show respect to others
Saying “yes, sir”..”yes, mam”
Handshake and eye contact
Posting the Definition of Violence school-wide (bus too)
Strategies for self control
Staff utilize Stress Reduction Techniques (sense of humor)
Peer mediators/ student leaders and mentors
SUPPLEMENTS
Supplement Sheets are available for
your use in the Respect and Protect
Manual from pages 275-400.
No Supplements available for
chapters five and six.
REFERENCES and RESOURCES
References are available in your
Respect and Protect Manual on pages
413-417. These include books,
articles, surveys, etc.
Resources are available on pages 420423. These include video programs
and publications.