Emphasizing the critical roles that collaboration and teamwork play in achieving success, this powerful resource presents a seven-step process to assist administrators and teachers in working together to develop and implement a practical and proactive schoolwide discipline plan.
Emphasizing the critical roles that collaboration and teamwork play in achieving success, this powerful resource presents a seven-step process to assist administrators and teachers in working together to develop and implement a practical and proactive schoolwide discipline plan.
Geoff Colvin draws on his experience as a classroom teacher, administrator, researcher and instructor at the University of Oregon, and national public school consultant. Widely recognized as an expert on the subjects of school safety and violence prevention, Colvin has provided inservice training for teachers and administrators in more than 100 school districts and agencies nationally and internationally. He recently served as research associate at the University of Oregon and independent consultant in the areas of schoolwide discipline, school climate, school safety, and violence prevention, classroom management, and individual cases involving students with severe behavior disorders. Geoff also directed a juvenile detention school and a school program for youth with serious emotionally disturbances. Colvin has authored more than sixty publications, books, book chapters, journal articles, and video programs on the subject of teaching and managing students who exhibit the full range of problem behavior.
Inhaltsangabe
Prologue About the Authors Introduction SECTION I: FOUNDATIONS 1. Guiding Principles in Providing Quality Education for All Students Guiding Principle One: Secure Active and Integrated Participation and Support From All Levels of Stakeholders Guiding Principle Two: Ensure That School Principal Is an Effective Instructional Leader and Active Participant in All Implementation Guiding Principle Three: Develop Systems to Ensure All Students Have Access to the Best Instructional and Behavioral Practices for School Success Guiding Principle Four: Implement Instructional and Behavior Practices and Systems Concurrently Within Multitiered Support Continuum Guiding Principle Five: Implement Support Systems With Fidelity to Ensure Sustainability Guiding Principle Six: Use Positive Reinforcement Judiciously Guiding Principle Seven: Manage Data Effectively and Efficiently Guiding Principle Eight: Utilize a Building Leadership Team-Based Approach Guiding Principle Nine: Consider Context and Culture When Implementing Procedural Details 2. Understanding the Teaching Learning Process Stages Involved in the Process of Learning a Skill SECTION II: COMPONENTS OF A PROACTIVE SCHOOLWIDE DISCIPLINE PLAN 3. Step 1: Getting Started Conduct Preliminary Schoolwide Discipline Plan Survey Establish a Leadership Team Establish Need for the Plan Communicate Effectiveness of the Plan Explore How Plan Can Mesh With School Goals and With Other Plans Assess District s and Schools Capacity to Implement the Plan Present Roles and Responsibilities for Implementation Provide Opportunities for Full Discussion Plan for the Long Haul Obtain Commitment From All Stakeholders Develop a Comprehensive Professional Development Plan Develop and Use a Self-Assessment Checklist for Implementation Action Planning 4. Step 2: Developing Schoolwide Behavior Expectations Adopting Guidelines for Selecting Schoolwide Behavior Expectations Applying Schoolwide Behavior Expectations to Major Common Areas in the School 5. Step 3: Teaching the Behavior Expectations Teaching Behavior Expectations to Younger Students (K 3) Teaching Behavior Expectations to Older Students (Grades 4 12) and a Maintenance Teaching Plan for Younger Students Generalizing the Teaching to All Common Areas 6. Step 4: Maintaining the Behavior Expectations Systematic Review Modeling by Faculty Through Informal Practices Schoolwide Recognition Plans 7. Step 5: Correcting Problem Behavior A System Involving a Continuum of Responses for the Full Range of Problem Behavior Overview of Continuum of Responses for Addressing Problem Behavior Office-Managed Behavior Staff-Managed Behavior 8. Step 6: Using Data Effectively Defining the Role of the Leadership Team Clarifying the Purposes of an Effective Data Management System Establishing Guidelines in Developing a Data Management System 9. Step 7: Sustaining the Plan for the Long Haul Implementation Phases and Drivers General Implementation-Stage Logic Based on Action Planning Ongoing Process Factors PBIS Exemplar for Sustainability Ongoing Refresh Meetings to Sustain the Plan Future Directions Concluding Remarks Appendices (Appendices A-Q, Reproducible Checklists, Plans, and Forms) References Credits Index
Prologue About the Authors Introduction SECTION I: FOUNDATIONS 1. Guiding Principles in Providing Quality Education for All Students Guiding Principle One: Secure Active and Integrated Participation and Support From All Levels of Stakeholders Guiding Principle Two: Ensure That School Principal Is an Effective Instructional Leader and Active Participant in All Implementation Guiding Principle Three: Develop Systems to Ensure All Students Have Access to the Best Instructional and Behavioral Practices for School Success Guiding Principle Four: Implement Instructional and Behavior Practices and Systems Concurrently Within Multitiered Support Continuum Guiding Principle Five: Implement Support Systems With Fidelity to Ensure Sustainability Guiding Principle Six: Use Positive Reinforcement Judiciously Guiding Principle Seven: Manage Data Effectively and Efficiently Guiding Principle Eight: Utilize a Building Leadership Team-Based Approach Guiding Principle Nine: Consider Context and Culture When Implementing Procedural Details 2. Understanding the Teaching Learning Process Stages Involved in the Process of Learning a Skill SECTION II: COMPONENTS OF A PROACTIVE SCHOOLWIDE DISCIPLINE PLAN 3. Step 1: Getting Started Conduct Preliminary Schoolwide Discipline Plan Survey Establish a Leadership Team Establish Need for the Plan Communicate Effectiveness of the Plan Explore How Plan Can Mesh With School Goals and With Other Plans Assess District s and Schools Capacity to Implement the Plan Present Roles and Responsibilities for Implementation Provide Opportunities for Full Discussion Plan for the Long Haul Obtain Commitment From All Stakeholders Develop a Comprehensive Professional Development Plan Develop and Use a Self-Assessment Checklist for Implementation Action Planning 4. Step 2: Developing Schoolwide Behavior Expectations Adopting Guidelines for Selecting Schoolwide Behavior Expectations Applying Schoolwide Behavior Expectations to Major Common Areas in the School 5. Step 3: Teaching the Behavior Expectations Teaching Behavior Expectations to Younger Students (K 3) Teaching Behavior Expectations to Older Students (Grades 4 12) and a Maintenance Teaching Plan for Younger Students Generalizing the Teaching to All Common Areas 6. Step 4: Maintaining the Behavior Expectations Systematic Review Modeling by Faculty Through Informal Practices Schoolwide Recognition Plans 7. Step 5: Correcting Problem Behavior A System Involving a Continuum of Responses for the Full Range of Problem Behavior Overview of Continuum of Responses for Addressing Problem Behavior Office-Managed Behavior Staff-Managed Behavior 8. Step 6: Using Data Effectively Defining the Role of the Leadership Team Clarifying the Purposes of an Effective Data Management System Establishing Guidelines in Developing a Data Management System 9. Step 7: Sustaining the Plan for the Long Haul Implementation Phases and Drivers General Implementation-Stage Logic Based on Action Planning Ongoing Process Factors PBIS Exemplar for Sustainability Ongoing Refresh Meetings to Sustain the Plan Future Directions Concluding Remarks Appendices (Appendices A-Q, Reproducible Checklists, Plans, and Forms) References Credits Index
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