Designing Positive School-Wide Discipline Plans Randy Sprick, Ph.D.

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Designing Positive School-Wide Discipline
PlansRandy Sprick, Ph.D.
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Goal

• To create a safe, civil and productive school.

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• Foundations
• CHAMPs
• Interventions

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• Which prom are you going to?
• From the Dallas Morning News
• April, 2004

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The most popular question at _____High School
this month wont be Who are taking to the prom?
or What are you wearing? The most pressing
question will be, Which prom are you going to?
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Irked by a school rule that bars many of their
classmates from the school-sponsored prom, a
group of students is planning an alternative prom
to compete with the official prom on April 24th.
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High school principal Buddy ____, to encourage
classroom attendance, decreed that students who
collected eight absences between November 10 and
March 31, excused or not , cant attend the prom.
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That didnt sit well with seniors Ian ___ and
Peter ____, who launched the alternative prom
idea with the help of friends.
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It was a joke at first, said Ian, 17.

• Then we just said, Lets do it. They cant stop
  us, added Peter, 18,
• Were teenagers with time.

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Graduation Rates?

• 2000-2003?
• 1946?
• 1900?

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Graduation Rates??
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District
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Variables

• There are five variables that staff can
  manipulate to increase the chances that students
  will behave in a safe and civil manner.

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• Structure/organize all school settings for
  success.
• Teach students how to behave responsibly in those
  settings.
• Observe student behavior (supervise!).
• Interact positively with students.
• Correct calmly, consistently and immediately in
  the setting in which the infraction occurred.

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STOIC One who is admired for patience and
endurance in the face of adversity.
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Many schools depend too much on punitive
consequences

• Punitive consequences have inherent and
  inescapable drawbacks including, but not limited
  to
• escape/avoidance
• fear
• may become neutral
• may become reinforcing
• can set a negative climate

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District
School-Wide
Classroom
Ind. Student
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The Improvement Cycle

Surveys Observations Disc. Referral Injury
reports Focus groups
Review
Prioritize
Implement
Revise
Adopt
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Surveys

• Middle School Student Survey Responses Agree

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Disciplinary Referrals

• Trends and patterns
• Type of offense
• Location
• Month or week
• Day of the week
• Time of the day
• Referring staff

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Structure/organize all school settings for
success. For example
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• Physical arrangements/org

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Structure/organize all school settings for
success. For example Ending Routines
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Structure organize all school settings for
success. For example
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• Physical arrangements
• Scheduling issues
• Organizational patterns
• Routines and procedures
• Expectations for students
• Expectations for staff

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Teach students how to behave responsibly in those
settings. For example
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• Lessons on classroom expectations, routines and
  policies
• Lessons on common area expectations, routines and
  policies
• Lessons on essential behaviors such as respect,
  bullying prevention, school pride, and possibly
  even keeping things neat

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For example Restrooms
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Teach students how to behave responsibly in those
settings. For example
2

• Lessons on classroom expectations, routines and
  policies
• Lessons on common area expectations, routines and
  policies
• Lessons on essential behaviors such as respect,
  bullying prevention, school pride, and possibly
  even keeping things neat

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Teach students how to behave responsibly in those
settings. For example
2

• Lessons on classroom expectations, routines and
  policies
• Lessons on common area expectations, routines and
  policies
• Lessons on essential behaviors such as respect,
  bullying prevention, school pride, and possibly
  even keeping things neat
• Coaching provides a great model of teaching, and
  reteaching as needed.
• Coaching also provides a great model of
  inspirational leadership.

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Observe student behavior (supervise!).
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• Without monitoring, even responsible adults will
  push the limits.
• In the classroom, this involves circulating and
  scanning.
• In the common areas, this involves organizing
  supervision to insure that
• a sufficient number of adults are present.
• friendly, respectful behavior is modeled.
• the adults are coordinating with and supporting
  each other.
• students receive consistent information on what
  is acceptable and not acceptable.

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Observe student behavior (supervise!)--Consistentl
y.
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Interact positively with students. This involves
three different skills.
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• A. Interact in a welcoming manner with every
  student.
• Say hello, use students names
• Show an interest in studentslisten, converse.
• B. Provide age appropriate, non-embarrassing
  positive feedback.

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Positively interact with students. This involves
three different skills.
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• C. Strive to interact more frequently with every
  student when s/he is engaged in positive behavior
  than when s/he is engaged in negative behavior.
• Some students are starved for attention.
• What you pay the most attention to is what will
  occur more frequently in the future.
• Strive for at least 31 positive to negative
  ratios.

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Correct irresponsible behavior calmly,
consistently and immediately in the setting in
which the infraction occurred.
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• Some schools may implement a 3-Level System for
  responding to misbehavior.

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Fire in the Lab