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2. CHANGING PERSPECTIVESAND OFFERING 3. Safe and Orderly SchoolEnvironment, Faces of Violence 4. Schools Cant Do The Job Alone;Everybody must Get Involved! In his (2005) State of The Union address, President G.W. Bush emphasized, Statistics show that boys are at greater risk than girls for learning disabilities, dropping out of school, violence, juvenile arrest, and early death caused by violent behavior. Boys often begin to fall behind girls in elementary school, which leads to higher dropout rates and juvenile delinquency, and they often show signs of behavioral problems early in life. As boys grow older, risk behaviors such as alcohol and drug abuse become more prevalent, and gang involvement increases (Archived Information: Sec. 102. National Education Goals) 5. What Statistics Say? 6. Males are more Prone to Violence 7. Males Are More Likely Victims 8. Students Threatened or Injured with a Weapon at School 9. Students Threatened or Injured with a Weapon at SchoolThe overall percentage of students who reportbeing threatened or injured with a weapon atschool has remained relatively stable since1993. Boys experience almost twice as manyincidents as girls.Youth Violence Project (2011) 10. Percentage of Students Who Feel Afraid at School or on the Way to School,By Ethnicity 11. Fear lIn general, ethnic minority students report morefear at school. However, reports of feeling afraidhave declined in all groups Youth Violence Project (2011) 12. Rates of Bullying and other School Discipline Problems 13. Rates of Bullying and other School DisciplineProblemsStudent bullying is one of the most frequentlyreported discipline problems at school: 21% ofelementary schools, 43% of middle schools,and 22% of high schools reported problemswith bullying in 2005-06. This data wasprovided by the principal or the person mostknowledgeable of crime in the school. 14. The Bush Initiative The Focus on Young Americans Initiative included support for programs that would help youth overcome specific risk of gang influence and involvement. Bush proposed a three-year, $150-million initiative, that was supposed to help youth at risk of gang influence and involvement. 15. School Safety and Orderliness:The Most Fundamental Elementof EffectivenessPresident Bushs initiative declared, By the year 2000,every school in the United States would be free of drugs,violence, and the unauthorized presence of firearms andalcohol and would offer a disciplined environmentconducive to learning. However, that has not happenedfrom then to now -- 2011.Archived Information: Sec. 102. National Education Goals 16. The National Initiative: Can Safety Be Legislated?In 2005, President Bush announced his new outreach effort,led by Mrs. Laura Bush, that was to focus on youngAmericans, especially young men, to help ensure a successfulfuture. What happened? 17. What Happened? The InitiativeThrough grants to faith-based and communityorganizations, those organizations were to providepositive models for youth - one that respectswomen and rejects violence. The initiatives havenot been effective at stopping or preventing peerto-peer conflicts that happen in and around schools 18. The National Initiative: Can Safety Be Legislated?During George Bushs presidency, he and Mrs. Bushwere purportedly committed to highlighting the importance offocusing on at-risk youth, especially boys; however, 911 andthe War on Terrorism averted attention and preventedfinding a panacea for this national problem. 19. Legislation Alone Has Not Shown Enough Protection Against Conflict & ViolenceLegislation for Safe and Orderly Environments Conducive toLearning has not eliminated the vital role schools, students,parents, and communities serve in combating violence in ourschools 20. Community & Faith Based OrganizationsHave not been effective environments:How many gang members go to communitycenters except to recruit and increase theirnumbers?Legislation is effective; however, audience andenvironmental factors should meet commonsense practicalities for implementation thatwould apply treatment to appropriate targetedaudience. 21. Cottons Number One Idea of Safe and Orderly School EnvironmentsEffective Principals demonstrate the followingpractices in things they do: Promote and open door policy and open lines ofcommunications with deep empathic listening Exhibit personal warmth and accessibility Ensure broad-based agreement of standards for studentbehavior Communicate high behavioral standards to students 22. Safe And Orderly Environment: What WeSee Excellent Principals Do In School Infrequent use of actual punishments Focus is on embedding an understanding appropriaterules of conduct Fair, equal, and loving disciplinary actions for both adultsand children fixed into the schools culture Foster a sense of student responsibility for appropriatebehavior Create the environment where students want to behavewell Implement various approaches for helping students learnto behave responsibly 23. Empathetic Listening For DisciplineUsed by Effective PrincipalsHow many times have you heard achild/student say, Nobody ever Listens tome?Involves listening, clarifyingInvolves keeping good order,Consistently enforcing fair, clear, andwell-understood rules of conduct (Cotton, 2003) 24. Empathetic Listening for Conflict Resolution: Using the Q & A Why did this conflict escalate? What could havebeen done differently? What could have been done differently? What can teens do to avoid violent confrontations? Have you heard of any ideas how you can protectyourself? What have you seen done that was successful orunsuccessful? 25. Safe and Orderly SchoolPractices Seek input from students about behavior policies Consistently apply rules from day to day fromstudent to student Delegate disciplinary authority to teachers Provide in-school suspension Support for seriously disruptive students (Cotton, 2003) 26. Correlation Between Behavior & Learning According to Marzano, an unsafe, disorderly Environment hasPsychological influences which: Interferes with learning, Affect students achievement levels, which in turn, Affect schools AYP status(Marzano, 2003) 27. Procedures Educators/AdministratorsCan Do Observation by recognizing early warningsigns, Listening and Clarifying, Intervening, Take Appropriate Action, Develop a Model, Assessment Referral Procedures 28. Empathetic Listening For Conflict Resolution Builds trusting, loving, and caring environments Helps resolve problems before chance to take root Helps curb disciplinary problems 29. Empathetic Listening For ConflictResolutionProduces conducive learning conditionsSets high expectations for students behaviorResults in high student achievementGreater learning and working conditions for all 30. Marzano: Safe and Orderly EnvironmentUnlike Cotton, Marzano classifies Safe and OrderlyEnvironment as fourth on his list of most important elementsof highly effective schools.Cottons illustration of Safe and Orderly is his first element ofwhat he considers what highly effective school should striveand concentrate attention, which addresses the authenticissues of peer-to-peer violence 31. Action Step 11. Establish rules and procedures for behavioral problems that might be cause by the Schools physical characteristics , schools routines, or cultureget to know the history of the schoolanticipate problems before they happendiscussions and planning, planning, planning 32. Action Step 22. Establish clear school-wide rules and procedures for general behaviorbullying,verbal harassment,drug use,obscene language and gestures,gang behaviorsexual harassmentrepeated class disruptionsetc. 33. Action Step 33. Establish and enforce appropriate consequences of violations of rules and proceduresVerbal reprimands,Disciplinary notices to parents,Conferences,After-school and/or Saturday detentionOut of school suspension, andExpulsion 34. Action Step 44. Establish a program that teaches self- discipline and responsibility to students Stop being reactive be proactive Include students in the design and execution ofschool-wide discipline policies this creates and fosters a sense of belonging,ownership, and responsibility 35. Action Step 55. Establish a system that allows for the early detection of students who have high potential for violence and extreme behaviors Longitudinal research studies indicate a highcorrelation between violent behavior in grade 8 andcertain types of referrals in grade 6. (Marzano, 2003) 36. U.S. Departments of Justice & Education Describe Profile of Violent StudentsTraits for violent behavior: have one or more confidants they confide inbefore acting out aggressions behave strangely access to weapons at home Makeup a plan for violence 37. Locations of Schools Shooting in the U. S. 38. Safe and Orderly Schools:A Collage of Nonviolence 39. Safe And Orderly School Environment THE END 40. ReferencesCotton, K. (2003). Principals and student achievement: What the research says.Alexandra, VA: Association for Supervision and Curriculum Development.Marzano, R., (2003). What Works in Schools: Translating Research into Action:Marzano, R., Waters, T., and McNulty, B. (2005). School leadership that works: From research to results. Alexandra, VA: ASCD.National Education Goals. (n.d.). Retrieved, February 3, 2011, fromhttp://www2.ed.gov/legislation/GOALS2000/TheAct/sec102.html 41. ReferencesSources: Cited in Tables in Indicators of School Crime and Safety: 2009; National Center for Education Statistics, U.S. Department of Education (http://nces.ed.gov/) . U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS) to the National Crime Victimization Survey, various years, 19952007. (n.d.). Retrieved February 4, 2011, from http://youthviolence.edschool.virginia.edu/violence-in-schools/national- statistics.htmlYouth Violence Project Homepage. (n.d.). Retrieved, February 2, 2011, from http://youthviolence.edschool.virginia.edu/violence-in-schools/national- statistics.html