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Brookview Elementary

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.

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Brookview Elementary

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  1. Brookview Elementary

  2. Goal for WVMPSC WV schools will have a safe, orderly environment conducive to learning for all that promotes good character within a caring culture.

  3. 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.”

  4. Maslow’s Hierarchy of Needs

  5. “If we as educators keep doing the same thing over and over with the same negative result – Who is the slow learner?”

  6. NORMS What are the norms in your school? Student norms Staff Administrative Parental

  7. Process of Change

  8. Reflection of Changing Norms

  9. 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

  10. 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

  11. 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) Continued:

  12. Reporting

  13. Reporting vs. Tattling

  14. 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…

  15. Cognitive Restructuring

  16. What is INTERVENTION? THE PROCESS THAT HELPS PEOPLE BECOME RESPONSIBLE FOR THEIR BEHAVIOR AND FOR THE CONSEQUENCES OF THAT BEHAVIOR…

  17. Alcohol Possession or use • Defacing School Property • Disobeying a teacher • Profane language • Anti-social conduct • Cheating • Disorderly Conduct • Improper operation of a motor vehicle • Inappropriate displays of affection • Inappropriate dress & grooming • Leaving school without permission • Tardiness • Technology abuse • Tobacco • Trespassing • Truancy • Bulling/Harassment/intimidation • False Identification • Forgery/Fraud/Gambling • Violation of School Rules or policies • Insubordination • Theft • Assault/Battery on school employee • Felony • Possession of a controlled substance • Hazing • Gang Activity • Loitering • Possession of a firearm or deadly weapon Policy 4373 Student Code of Conduct • Sale of a narcotic drug Student Assistance Team School Service Contract Referral to Drug Treatment Program Change in class schedule Referral to tobacco cessation program Student/Parent Conference CORE BEHAVIOR TEAM Counseling Peer Mediation/Conflict Resolution & other Positive Behavior Programs Restitution/Restoration Health Education Content Standards Denial of participation in class/school activities Positive Behavior Support Law enforcement notification Behavior Contracts Before/After School & Weekend Detention Expulsion In/out of school suspension

  18. WV Framework for High Performing School Systems

  19. Parent Recognition of Positive School Climate

  20. 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

  21. “Toxic Cultures” Staff: 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)

  22. Reversal of Toxic Culture

  23. Traits of Adults Who Succeed At Environmental Control Congruence Conviction Consistency Compassion Courage

  24. Establishing Environmental Control 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

  25. 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

  26. Working Together

  27. 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.

  28. IT TAKES A SYSTEM TO CRACK A SYSTEM

  29. 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

  30. The Pledge

  31. FIRST YEAR PLAN 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

  32. 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

  33. Behavior Intervention Form 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

  34. “Connector” and Support Services 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

  35. 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!

  36. 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 !”

  37. Extrinsic Intrinsic

  38. “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

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