Strategies Used in Schools to Prevent Challenging Behaviors From Disrupting Learning. School-Wide Strategies

Transcription

1 Strategies Used in Schools to Prevent Challenging Behaviors From Disrupting Learning Prevention Strategy Used By Participants How Participants Described Using This Strategy School-Wide Strategies Academic Awards Assemblies to Remind Students of Behavioral Expectations Class or Grade Level Rewards or Privileges Daily Morning Show Fast Passes Frequent Administrator Visits to Classrooms Individualized Behavior Contracts Kagan Win-Win Discipline Mascot Money All students can earn these by reaching a pre-determined academic goal during a limited time period. Each nine weeks, students attend an assembly reminding them of the school s behavioral expectations. Some possible rewards are listed below. Use this school-wide time to publicly celebrate as well as to remind students of behavioral expectations. Students facing challenges receive a pass that they can show to any teacher at any time that allows them to go see a trusted adult. Students use fast passes when they feel that they may get in trouble or if they are having trouble coping. Administrators visit classrooms weekly. Students who are particularly struggling can have contracts that allow them to earn more frequent, if smaller, rewards than those used with the general student population. Teachers adopt this model of discipline, which focuses on understanding the objectives and causes of students challenging behaviors in order to create interventions that prevent those behaviors from occurring. More information can be found at This strategy, often used in PBIS (see below), involves rewarding students with coupons that they can trade in for a raffle or else use to buy prizes or privileges. A list of things that our participants make available for purchase at their schools is given below.

2 Positive Referrals Student Self-Expression Teachers Stand Outside of Classroom Door Between Classes Videos to Address Relevant Issues Rather than receiving referrals to the office for negative behavior, students receive referrals to the office for positive behavior and receive small rewards from administrators or school-wide recognition. Students may be encouraged to express their opinions in the school paper or other outlets. Student Complaint Forms can give students a vehicle to communicate with administrators regarding the school environment, teachers, or other students before problems arise. Teachers give full attention to monitoring hallways by making eye contact with, and greeting, students between passing periods. Teachers can take turns doing this so that every other doorway is covered during each passing period. These can be used to get students talking about bullying, social media, or other potentially problematic issues. Positive Behavior Interventions and Supports (PBIS) PBIS School-based Incentives, Low Resources Needed and Little or No Class Time Missed Dress Down Day Excuse Notes for Absences Extra Recess During Lunch Field Day Students who are usually required to wear a uniform can have free dress as long as they follow the school dress code. Students can earn passes that turn unexcused absences into excused absences if they have used all of their excused absences in a given time period and if they have a parent note. Students earn 15 extra minutes either before or after lunch once per week to play. The low resource version of a field day might include opportunities to play water games or get wet, or to play faculty versus student sport games. Another favorite activity is earning a pie to throw at an administrator. Students can earn field days by having no referrals (usually for a nine-week period) or else have to pay for attending field day using mascot money.

3 Free Seating at Lunch Free Time on Computer Free Time with Peers Leave Early for Lunch If students usually sit in assigned seats/tables at lunch, they may earn free seating individually, as a class, or as a grade level. Many possible configurations, limited based on access to computers Many possible configurations Students can leave several minutes early in order to be first in the lunch lines. PBIS School-based Incentives, Moderate or High Resources Needed Extracurricular Activities Field Day Field Trips Food Movie Afternoon Pep Rally Raffle Spending Extra Time With a Favorite Teacher Students earn particular activities, sports, clubs, etc. during lunch or after school. The moderate resource version of a field day might include a bounce house for younger students, carnival type games for older students, and/or a cookout. Students can earn field days by having no referrals (usually for a nine-week period) or else have to pay for attending field day using mascot money. Movies, bowling, miniature golf, shopping, theme parks Hardee s biscuits, sweet tea, McDonald s, ice cream Show a movie at school or else meet at the local movie theater and have theater sponsor the movie. Students attend a pep rally to cheer on their team, see other students perform, or enjoy live entertainment. Students earn tickets throughout the grading period that get entered into a raffle with highly desirable rewards, such as an ipad. Students earn individual time to spend with a teacher of their choice. This time could include a group of students and be done at lunch, before school, after school, or as part of an elective period.

4 Student Store, Snack Shop, or Reward Cart Video Game Time Carts or student stores can carry a range of desirable products from candy to school supplies to school spirit gear. Some schools partner with community organizations or businesses, or have the student government or PTA raise funds to support the program. If students can use either cash or mascot money, the cash raised can go back into supporting the PBIS program. Students earn time to play video games either during a nonacademic class or during a break. Classroom-Based Strategies Climate Control Engaging Instruction Keeping Students Engaged Stress Balls Using Humor Students respond to being physically uncomfortable, either too hot or too cold. Attending to the physical climate of classrooms can put students at ease. Teachers create classroom activities that get students up and moving and focused on the content. Teachers teach bell to bell. Students do not have an opportunity to lose focus. Students having trouble focusing or relaxing can use stress balls to help them stay calm and focused. Teachers incorporate humor into lessons and personal interactions. They are careful about using sarcasm. Relationship-Building Strategies Daily Check-Ins Student Partners Some students require frequent administrator attention. Checking in with these students on a regular basis to provide support before they are in trouble can build rapport. Struggling students can be paired with stronger students in a peer mentoring/tutoring capacity.

5 Lunch With Administrators Open Door Policies Students can either earn this time or else be rotated through. In some instances, administrators have a special group of struggling students whom they meet with regularly for lunch. These students might also help the administrator with a task, such as serving in an advisory role or completing chores or duties. Students know that they can always go to see an administrator for support even if it s during class time. Strategies Based on Partnerships Building Connections with Parents Teachers make home visits before the school year starts. Teachers call parents regularly, for both positive as well as negative reasons. Educators ask for parents opinions about how best to teach and discipline their children, and educators ask for parents help. Community Mentors or Volunteers Counseling Services RTI/Student Success Teams Social Workers Therapy Animals Mentors or volunteers may be retired teachers, military personnel, university faculty or students, or others. Schools partner with community-based counseling services to provide counseling on campus. Teams of school-based professionals regularly review cases of all struggling students. Districts employ or partner with social workers who have school-based assignments with high needs students and families. Schools partner with community-based organizations that provide therapy animals.