Respect and Protect by MJJKZn

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									     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         •Alcohol Possession or use   •Violation of School Rules or
                                                                                •Defacing School Property    policies
•Cheating                              •False Identification •Insubordination   •Disobeying a teacher
                                                                  •Theft        •Profane language
•Disorderly Conduct                    •Forgery/Fraud/Gambling                                           •Assault/Battery on school employee
•Improper operation of a motor vehicle                                                              •Hazing    •Felony
                                             •Gang Activity
                                                                                                               •Possession of a controlled
•Inappropriate displays of affection                                                                           substance
                                         •Loitering
•Inappropriate dress & grooming                                                                                       •Possession of a firearm
•Leaving school without permission                                                                                    or deadly weapon
•Tardiness
•Technology abuse
                                                         Policy 4373                                                     •Sale of a narcotic
                                                                                                                         drug
•Tobacco
•Trespassing
•Truancy
                                                       Student Code
                                                       of Conduct

                                       Change in class schedule




                                                        Before/After School & Weekend
Expulsion                                               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 (§126-
              99-9)

• 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 act-
  that 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 follow-
  through.

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.   Early detection, identification and
     documentation of inappropriate behavior (BIF)
2.   Developmental & Character Education
3.   Staff/Parent Capacity Building
4.   Elect/Convene a school-based behavioral team
5.   Referral System
6.   Schoolwide Postive Behavior
     Initiative/Incentives
7.   Advisory Board
8.   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




          COMMUNITY




                      CO
     S




                        NS
     CE




                           EQ
  OI




                              UE
          PARENTS
CH




                                NC
                                  ES
           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.    Definition of Violence
2.    Behavior Identification Form
3.    Consistent classroom management
4.    Core behavior teams
5.    Surveys
6.    Parent notification & involvement
7.    Teaching students before you begin
8.    Developmental guidance/reporting
9.    School wide positive initiative/incentives
10.   Student agendas
11.   Create a R&P Student Team or Club
12.   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 420-
 423. These include video programs
 and publications.

								
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