Safe, Responsible and Respectful Schools

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Achieving safe, responsible and respectful
schools Whats working, whats challenging,
whats next?

• Welcome
• Whats Challenging
• Whats working
• Whats next?

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Welcome and Thanks!

• Colleagues
• Hill Walker
• Rob Horner
• George Sugai
• Anne Todd
• Vicki Nishioka
• Tary Tobin
• Tony Biglan
• Teri Palmer
• Geoff Colvin

• Leaders and friends
• Scott Perry
• Cory Dunn
• Kerry Luber
• Kim Finch
• Carol Sadler
• Karen Gray
• Elena Barton
• Diane Hensley
• John Lenssen
• Becky Eklund

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Facilitator/Coaches

• Rob Bressi
• Celeste Dickey
• Jim Watson
• Valoy Warburton
• Elizabeth Rich
• Ginger Gorham
• Tracy Reynolds
• Kathy White

• Mary Jean Knoll
• Sheryl Lahey
• ?????

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Whats Challenging Most prevalent school problems

• Theft
• Alcohol, Tobacco and Other Drug Use
• School Dropout
• Mental Health Problems

• Class disruption
• Noncompliance
• Bullying and Harassment
• Truancy
• Vandalism

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Delinquency in Schools

• Students spend about 20 of their time in school
  but,
• There is more delinquency on school campuses
• 37 of violent juvenile crimes
• 81 of thefts
• More than half of the youth carrying weapons
• 40 of fights

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Problem intensity increases with age

• Prevalence (proportion of kids in the school) of
  overt antisocial behavior decreases through high
  school
• Intensity Increases!
• Less supervision and monitoring
• Parents
• Association with deviant peers
• More opportunities to misbehave
• Work provides resources!
• Drugs, alcohol and weapons

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Punishment produce immediate, but short-lived
relief

• Punishment practices look like they work in the
  short term
• Remove student
• Relieve ourselves and others
• Assign responsibility for change to student /or
  others (family)
• Displace the problem elsewhere

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But.false sense of efficacy!

• Punishment practices, when used alone, promote
  more antisocial behavior (Mayer,1991
  SkibaPeterson, 1999)!
• Vandalism, aggression, truancy, dropout
• Impairs child-adult relationships and attachment
  to schooling
• Weakens academic outcomes and maintains
  antisocial trajectory

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Where to start No Child Left Behind--Principles
of effectiveness

• Conduct Needs Assessment Based on
• Incidence of violence and illegal drug use
• Analysis of risk and protective factors
• Set objective performance measures (goals and
  objectives)
• Include consultation and input from parents
• Select Evidence-based Practices
• Rigorously and periodically evaluate the programs

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So what about evidence-based practices?

• Lets buy a Second Step kit for the school
  counselor and that will fix all those tough kids
• I bought Project Alert, the Virtues project, and
  Life Skills Training for my school, and the
  teachers would not use it!
• There are so many programs to choose from, I
  cant decide

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The Basics of Effective Schools

• Shared values regarding school mission and
  purpose
• Clear expectations for learning and behavior
• Multiple activities designed to promote
  pro-social behavior and connection to school
  traditions
• A caring social climate involving collegial
  relationships among adults and students
• Students have valued roles and responsibilities
  in the school
• Bryk Driscoll, 1988

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Positive Behavior Support Systems
Family Systems
School Systems
Student Systems
Community Systems
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What does it look like?

• Train and support a representative school team
  (20-30 hours of formal training)
• Principal actively leads and facilitates
• Time to plan and continuously improve
• Set school wide expectations
• Set a plan to teach expected behavior
• Set a plan to recognize expected behavior and
  actively supervise
• Set a system to use office discipline referral
  data to make decisions and give/seek feedback
  to/from staff

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How do I know its working?

• Behavior skills taught 20 times/year
• Students actively supervised
• Students acknowledged frequently
• 41 postivenegative interactions
• 80 students adults can describe school-wide
  expectations
• Safe, respectful, responsible

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Goodness of fit is evident.

• Each school will be unique
• Specific interventions will vary and be adapted
• Each student is unique
• Some systems are set to serve many students,
  others will need an extra dose based on their
  needs

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What about those tough kids?

• First focus on school capacity and organization
• consistency
• Morale
• Reducing general discipline problems will give
  more time
• If we only respond to tough kids, we will never
  get to all of them!

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Implications

• A subgroup of young people has multiple problems
  at serious levels. 
• Interventions targeting that group have the
  potential to prevent a wide range of problems.
• Optimal prevention interventions focused on
  youth at risk for multiple problems and universal
  interventions

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First Step to Success Perkins-Rowe Study

• Changing the behavior of the most challenging
  child in the class changed climate of the whole
  class!
• Academic engagement went up
• Teacher used more positive interactions with ALL
  students!

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Skills for Success A Multi-level Intervention
for Adolescents

• Skills for Success
• Whole School PBIS
• Second Step Violence Prevention Curriculum
• Middle School within a school

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Skills for Success Combining Universal and
Targeted Supports in Schools Sprague, Nishioka,
Simonsen et al., (2002)

• Universal screening and referral
• Program Level System
• Adult mentoring and case management
• Specialized classroom instruction
• Alternative discipline
• Parent collaboration
• Service coordination with community agencies
• Service learning

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Measures

• Office discipline referrals (www.swis.org)
• National School Crime and Safety Survey (Kingery
  et al., 1999) (www.hamfish.org)
• Motivation to fight
• Perpetration
• Victimization
• Juvenile arrests

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National School Crime and Safety Survey(6th
grade cohort)
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National School Crime and Safety Survey(6th
grade cohort)
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National School Crime and Safety Survey(6th
grade cohort)
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NSCSS Victimization by Common Aggression by Grade
Level and Time of Survey
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NSCSS Common Perpetration Scale by Grade Level
and Time of Survey
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Juvenile Arrest Rates
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Service

• True service is not a relationship between an
  expert and a problem it is far more genuine than
  that. It is a relationship between different
  people who bring their full resources to the
  table and share them generously. Service goes
  beyond expertise.

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Stick with it

• Serving anything worthwhile is a commitment to a
  direction over time and may require us to
  relinquish any moment to moment attachments, to
  let go of pride, approval, recognition, or even
  success (or failure). This is true whether we be
  parents, researchers, educators, or students!