Respect and Protect McDowell County SchoolsCounty Core Team Meeting

Amanda Farmer & Bonita Miano

Review some R&P guidelines Share barriers and ideas Reenergize Core Teams Focus on some trouble areas Collaborate with other schools

WV Schools will have a safe, orderly environment conducive to learning for all that promotes good character within a caring culture.

To ensure safety and well being of both students and teachers.

To reduce the severity and frequency of and eventually eliminate all incidents of violence from the school setting.

To promote an intrinsic social consciousness in our youth.

Eliminate two pervasive attitudes that spawn violence: entitlement and tolerance.

Create a single school climate.

“Everyone has a right to a learning environment where he or she feels respected, protected and safe.”

Violence is any mean word, look, sign, or act that hurts a person’s body, feelings, or things.

Violence is not tolerated at our school.

1. View their students as the problem rather than as their valued client.

2. Are sometimes part of the negative subcultures that are hostile and critical of change.

3. Believe that they are doing the best that they can and do not search for 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.

Good Managers Bullies

Show students you care. Bullies show who’s the boss.

Promote self-control Bullied wield the school.

Have clear communicated expectations.

Bullies rule by whim.

Use humor to diffuse disruptions. Bullies use sarcasm that provokes confrontation.

Speak with disruptive students privately.

Bullies address misbehaviors publicly to embarrass the child.

Address the misbehaviors Bullies assault character.

Help all students feel successful Bullies punish students who aren’t successful.

View each student as unique Bullies stereotype students.

Accept good behavior Bullies make example of misbehaving students.

Take responsibility for creating orderly environment.

Bullies blame students for their lack of classroom management.

Staff Student Parents Community Members

Staff Student Parents Community Members

You must have a SINGLE school culture. A way of organizing and running a school. It

begins with shared norms, beliefs, values, and goals.

Everyone must be consistent in their procedures and practice.

It relates to your BEHAVIOR, ACHIEVEMENT, and CLIMATE.

1. Collective stance against violence. 2. Clear definition is defined, adopted, and

communicated to everyone including parents.

3. Policies and Procedures 4. Adult Supervision 5. School-Wide Rules 6. Extinguish enabling, entitlement, and

tolerance. 7. Prevention and Intervention Programs

Respect and Protect Core Team Meeting

Enabling Entitlement Tolerance

Enabling is any act or failure to act that protects someone from the unpleasant consequence of doing wrong. …

“Let off the hook” Do you hear, “Poor Johnny’s grandmother is

raising him because his parents are both incarcerated.”

While they are at school – they are safe! They are expected to be treated equally.

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 system.

Students become desensitized to violence through life experience and media…violence is normal.

All students WILL BE considered equal during the school hours.

They are safe at school. All rules apply.

Teachers take the “I don’t want to deal with it approach.”

They are not my kids.

Not your classroom management Attendance concerns Reteaching is a MUST! Do not BUY the students with incentives.

The goal is to teach them to make independent choices.

Protect your reading and mathematics time…before your incentive programs.

Do not use writing as a punishment. Classroom Rules – Stated Positively! Posted!

By the 7th Grade students will have witnessed 8,000 murders and 100,000 other acts of violence.

Teach expectations of your ENTIRE campus. Do you students know what is expected in the cafeteria and how that is different than the computer lab?

BIF Strike Sheets Consistency is key! Develop a plan for managing BIFs.

Teach your students that they are to report a problem to the supervising adult.

Do not pass on the buck to the homeroom teacher.

Some students will want to only report to those that they feel they can trust.

Teach the difference. Reporting is when you inform an adult in

fear that someone is going to harm them or someone else.

Ratting is when you inform as adult in order to get someone in trouble. (Revenge)

Determine the level of violence Determine the action to be taken Determine the consequences to be taken Therapeutic Interventions

Each affirmative answer is worth 5 points.

Inappropriate behaviors

Arranged by levels of severity

Includes RSP Immediate

teacher actions WVEIS Codes Triplicate Conduct Grades

McDowell County 1-8 Student Behavior Identification Form Student Name _________________________________ Homeroom ____________________ Grade __________ WVEIS# ______________________ Staff Member _____________________________ Location _______________________ Time ______________ Date ________________________

Stage 1 Stage 2 Stage 3 Stage 4 1 point/3 strikes=BIF 3 points/1 strike=BIF 5 points/1 strike=BIF 100 points/1 strike=SDR

A. “Hands-Off!” (F01) B. Assignment Book -Folder

Completed (F01) C. Electronic devices/toys (F07) D. Homework (F01) E. Inappropriate attire/dress

(F04) F. Lying (F01) G. Materials (F01) H. Negative body language (F01) I. Not following directions/rules

(F01) J. Note-writing or passing (F01) K. Out of Seat (F01) L. Rumors/gossip (B04) M. Signature (F01) N. Talking/noise (F01) O. Tardy (T01) P. Undesignated area (F01) Q. Other:

A. Arguing/disobeying staff member (BDT)

B. Bullying (CHB) C. Cheating (F09) D. Computer/tech violation (F06) E. Disrespect (B02) F. Disruptive behavior (C03) G. Failure to attend detention

(V01) H. Graffiti (LDP) I. Inappropriate affection (B01) J. Insubordination (F02) K. Name calling (B04) L. Profanity (general) (B04) M. Providing false information

(L03, L04, L06) N. Skipping class (T02) O. Taunting/ridiculing (C04) P. Temper tantrum (C03) Q. Willful disobedience (BDT) R. Other:

A. Alcohol (SA1, SA2) B. Biting (CP1) C. Destruction of property (LDP) D. Extortion/intimidation (CHB) E. Fighting (CP1) F. Habitual violation of school

rules (FRH) G. Hazing H. Hitting (C03) I. Improper operation of motor

vehicle J. Kicking (C03) K. Leaves school building/grounds

(T04) L. Pinching (C03) M. Profanity directed toward staff

(BPE) N. Profanity directed toward

student (BPS) O. Punching (C03) P. Pushing (C03) Q. Racial slurs (CHR) R. Rough play (C03) S. Sexual harassment (CHR)

a. Inappropriate touching b. Verbal/physical connotation

T. Spitting (C03) U. Stalking (C05) V. Stealing (CP1) W. Threats (C06) X. Tobacco (ST1, ST2) Y. Trespassing Z. Tripping (C03) AA. Verbal assault on school

employee (CP2) BB. Other:

A. Battery on another student (C02)

B. Battery on school employee (CP3)

C. Bomb threat (XBT) D. Drugs (SM1) E. Pulling fire alarm (L05) F. Weapons G. Other:

Staff comments: ___________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________

Teacher Actions Stage 1 Stage 2 Stage 3 Stage 4

A. Conference with counselor (A12) B. Denial of participation in

class/school activities C. Detention D. Home visit E. Parent phone call/note (A13) F. Peer Mediation G. Seat change H. Student/teacher conference I. Team referral J. Time out K. Written contract L. Other:

A. Conference with counselor (A12) B. Conference with principal (A04) C. Denial of participation in class/

school activities D. Detention E. Home visit F. Loss of technology privileges G. Parent phone call/note (A13) H. Peer Mediation I. Seat change J. Student/teacher conference K. Team referral L. Time out M. Written contract N. Other:

A. Conference with counselor (A12) B. Conference with parent (A17) C. Conference with teacher D. Detention E. Home visit F. Parent phone call/note (A13) G. Principal action H. SDR: Student Discipline Referral I. Team referral J. Other:

A. SDR-Student Discipline Referral/Principal action

B. Other:

BIF Agreement I promise to take this document home. Signature _________________________________________________________________________________________________________________ Remarks _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________

Teacher recommendations: _________________________________________________________________________________________________

_________________________________________________________________________________________________________________________ White – Parent Yellow – RP Team Pink – Staff

Staff member issues a BIF

One copy to child to take home.

One copy to classroom teacher files.

One copy to principal to record onto WEVIS.

Principal reviews action taken by staff member, and places it into R&P Core Team Member’s mailbox.

R&P Core Team Member reviews child’s behavior file and determines further interventions needed.

Core Team discusses “repeat offenders” and tries to match student with a mentor. Mentors review BIFs before sessions.

Letter 1 – After 5 BIFs Letter 2 - After 10 BIFs Letter 3 – Continuous Behavior Problem Letter 4 – Child came to school without

parent representative.

SAT Referrals – Start the process with your students that exhibit violent behaviors and those that are non-violent..

Mentors DHHR – Youth Services In School Suspension FRNs Juvenile Probation School Nurses Law Enforcement

What did you see change in this scenario? What is the benefit of consistent school-

wide behavioral documentation? If you were an administrator, would you

appreciate having this documentation? If you were a teacher, would you appreciate

having this documentation?

Was this “tattling?” How does reporting contribute to a safe

school climate? Why is it important for the students to be

able to trust the adults in the building?

What is the value of these reviews? How could this improve school climate?

Be consistent! Cheerlead! Communicate! Meet weekly Teacher Memos Make referrals Review BIFs (patterns or frequency) Responsible for certain grade levels Inform parents and community Teach your staff – THEY ARE ALL OUR KIDS!

Definition of violence Say it! Recite it! Believe it! BIF Consistent Classroom Management Core Behavior Team Surveys Parent/Teacher Involvement Teach EXPECTATIONS Reporting vs. Ratting School Wide Incentives Agendas Build your “tool box” of support services

Morning pledge Greeters each morning Reporting vs. Ratting Class Meetings Teaching the BIF Saying “yes, mam” Handshake and eye contact Posting of the definition Teaching how to control anger Student leaders

Talk to your neighbor about one thing that you would have done differently if you were the teacher?

What did you see that goes against the R&P Initiative?

Did she tolerate some classroom disruptions? Did she interrupt the learning process? Did she make threats?

WVMPSC Plan Complete as a Core Team

Think of 5 barriers or challenges that you can foresee happening in a school when implementing the R&P Initiative.

Visit survey link on the Technology Department webpage to complete this activity.

County monitoring formRules and Procedures PostedEvidence of promoting positive behaviorMaintains classroom management without interruptionBehavior chart displayedUtilizes card chart consistently

On-Site Visitation Form from WVDE

The Council met and agreed to provide all R&P Schools with 4 hours of professional development for 6 Core Team Members to analyze data, collaborate, and ensure consistent pervasive program implementation.

Teams must submit staff development forms prior to the meeting to Zanetta Thomas.

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“ “If a child doesn’t know how to read, If a child doesn’t know how to read, we teachwe teach..

If a child doesn’t know how to swim, If a child doesn’t know how to swim, we teachwe teach..

If a child doesn’t know how to multiply, If a child doesn’t know how to multiply, we teachwe teach..

If a child doesn’t know how to drive, If a child doesn’t know how to drive, we teach.we teach.

If a child doesn’t know how to behave, If a child doesn’t know how to behave,

we……...we……... …….teach?…….teach? ……punish?……punish?

Why can’t we finish the last sentence as Why can’t we finish the last sentence as automatically as we do the others?”automatically as we do the others?”

Tom Herner (NASDE President ) Counterpoint 1998, p.2)Tom Herner (NASDE President ) Counterpoint 1998, p.2)