WHAT'S NEW - DECEMBER 2002

SCHOOLWIDE POSITIVE BEHAVIOR PLANS AND PROGRAMS

Welcome to the website for the Council on Alberta Teaching Standards (COATS). This area of the website changes monthly. The theme for December will interest teachers and administrators who are exploring the issue of schoolwide positive behavior plans and programs. The first section below identifies several websites related to the topic. Also listed below please find hard-copy sources of scholarly information, practical guidance, and peer-reviewed articles about this topic. We hope that you will find this website to be a valuable resource. For quick reference bookmark http://www.teachingquality.ab.ca today!

WEBSITES, JOURNAL ARTICLES AND BOOKS RELATED TO SCHOOLWIDE POSITIVE BEHAVIOR PLANS AND PROGRAMS

DEVELOPING A SCHOOL-WIDE BEHAVIOR MANAGEMENT SYSTEM

http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/ SchoolWideSystem.html

Given the current perceptions in many quarters of the need for a safer and more orderly school environment, this website outlines an approach to the development of schoolwide discipline. The suggestions offered include the formation of committees to plan and implement processes for: clarification of expectations for student behavior, communication of the expectations to students, and identification of suitable consequences for inappropriate behavior. The most valuable feature of this website is a set of links to further electronic resources.

MOUNT PLEASANT SCHOOL HANDBOOK
POSITIVE BEHAVIOUR PROGRAM

http://mountpleasant.epsb.ca/
(Choose "Parent/Student Handbook" on the menu.)

This website from one Edmonton Public School demonstrates prominent characteristics that typify the approach to supporting school-wide positive behavior. The approach aims at instilling appropriate behavior in children for the sake of a healthy learning environment. At the same time, the program offers positive support for students' appropriate behavior through various forms of recognition. Expectations for specific appropriate behaviors are clearly set forth. Effort is made to cultivate prosocial, that is, altruistic conduct in the children.

PBS TEACHERSOURCE

http://www.pbs.org/teachersource/prek2/issues/402issue.shtm

The authors of this website, A. McCart and A. Turnbull, present a three-step approach for a school to develop a positive behavior program. Such programs are schoolwide in nature and not confined to a particular classroom or to a small number of interventions with troubled students. Establishing clear behavioral expectations for all children is the first step. A second step involves teaching children desired behaviors with encouragement, usually within the classroom setting. Providing increased attention for children with special needs is the last major step in the development of such a program. The website contains extensive further references for study.

POSITIVE BEHAVIOR SUPPORT AND FUNCTIONAL ASSESSMENT. ERIC/OSEP DIGEST E580.

http://www.ed.gov/databases/ERIC_Digests/ed434437.html

This ERIC Digest from 1999 summarizes research on positive behavioral support (PBS) and functional assessment (FA). These types of interventions deal with exceptional children who present challenging behaviors. Schoolwide approaches to positive behavioral support have demonstrated some success as measured by a reduction in the number of referrals. Such programs are long-term and include helping children learn appropriate behavioral skills and offering them social supports and encouragement. The programs also typically incorporate some attention to the modification of school settings. References are included.

POSITIVE LEARNING ENVIRONMENTS IN SCHOOLS: A PAN-CANADIAN CONSENSUS STATEMENT

http://www.safehealthyschools.org/positivelearning.htm

In June 2000, delegates from a variety of Canadian organizations met in Ottawa to develop a common statement regarding the prevention of violence and the fostering of positive learning environments. Their concerns extended to both schools and communities. The authors recognize that a considerable amount of good work is already going on in schools to prevent violence. The statement that was developed is aimed at creating sufficient awareness among the public so that incidents of racism, bullying and harassment can be reduced. The overall aim, evidently, is to engage youth and to encourage the healthy development of children, promote their learning, and support the growth of good citizens. The website cites numerous references.

SCHOOL-WIDE BEHAVIORAL MANAGEMENT SYSTEMS

http://ericec.org/digests/e563.html

This ERIC Digest prepared by Mary K. Fitzsimmons (1998) describes the features of effective behavioral support (EBS) for exceptional children who manifest challenging behaviors. Such support moves beyond punishment of misbehavior to helping children to develop self-discipline. The document echoes the theme that a schoolwide approach is appropriate for such interventions. A high degree of staff commitment is required for such a management system. Typically behavioral support programs are recognized by common expectations for behavior throughout the school and by consistent consequences for misbehavior. References are included in the Digest.

ST. VERONICA SCHOOL, DORVAL, QUÉBEC

http://www2.centra.ca/pages/stveronica/principal.htm

This attractive website from a school within the largest English language school board in Québec exemplifies some features of a schoolwide positive behavior program. First, the website expresses the concern of the school's principal, teachers, support staff and parents for the well-being and success of their children. Second, the website also contains a code of behavior and communicates specific expectations for acceptable conduct throughout the school. Third, consequences for transgressions of the rules are made clear to students and teachers alike.

VERMILION ELEMENTARY SCHOOL

http://www.btrd.ab.ca/ves/page8.html

This colorful website illustrates a schoolwide positive behavior plan that is in effect at an elementary school in Alberta. The message that is shared contains a statement of beliefs about students' responsibility for acceptable behavior as well as a list of specific expectations for good conduct. Consequences are spelled out for inappropriate behaviors, ranging from minor to major misconduct. The responsibilities of students, school and parents are all stated along with encouragement for student success. The website also includes a link to information about school policies.

JOURNAL ARTICLES

Title:		The Synergetic Classroom: Joyful Teaching and Gentle Discipline. (2000)
Source:		New York: Longman. Pages viii+184.
Author(s):		Charles, C. M.
Abstract:		Old-fashioned discipline based predominantly on threats and intimidation no longer works in schools. The author provides coherent advice on how to put in place synergetic teaching and discipline, taking the position that an enthusiastic learning atmosphere favors good student behavior and tends to reduce the incidence of misbehavior. Each of the elements of synergy is treated in turn: ethics, trust, charisma, communication, interest, class agreements, cooperating to compete, human relations and problem solving. The author demonstrates an awareness of pivotal contributors to thinking about school discipline in the later half of the twentieth century, from Glasser, to Kohn, to Coloroso and beyond.
ISSN:		0-321-04912-8
Title:		Combating School Violence: A Handbook of Proactive Strategies. (2000).
Source:		Winnipeg, MB: New Directions in Discipline. Pages 196.
Author(s):		Clements, S. & Sova, G.
Abstract:		This book might be of special interest to a principal. The authors from Winnipeg offer hard-won advice from their research and their high school teaching experience. The overall aim in their counsel is to ensure that a school has a positive atmosphere, and that it is a place of safety for all who attend. The authors illustrate at length practical interventions for dealing with disruptive students as well as the challenge of preparedness for matters such as serious violence, gangs and safety issues. The book includes additional resources in a set of appendices. This is a manual for teachers, principals and parents, with many practical examples for achieving schoolwide discipline. The book includes bibliographical references.
ISSN:		0-9687541-0-4
BOOKS
Title:		The Synergetic Classroom: Joyful Teaching and Gentle Discipline. (2000)
Source:		New York: Longman. Pages viii+184.
Author(s):		Charles, C. M.
Abstract:		Old-fashioned discipline based predominantly on threats and intimidation no longer works in schools. The author provides coherent advice on how to put in place synergetic teaching and discipline, taking the position that an enthusiastic learning atmosphere favors good student behavior and tends to reduce the incidence of misbehavior. Each of the elements of synergy is treated in turn: ethics, trust, charisma, communication, interest, class agreements, cooperating to compete, human relations and problem solving. The author demonstrates an awareness of pivotal contributors to thinking about school discipline in the later half of the twentieth century, from Glasser, to Kohn, to Coloroso and beyond.
ISBN:		0-321-04912-8
Title:		Combating School Violence: A Handbook of Proactive Strategies. (2000).
Source:		Winnipeg, MB: New Directions in Discipline. Pages 196.
Author(s):		Clements, S. & Sova, G.
Abstract:		This book might be of special interest to a principal. The authors from Winnipeg offer hard-won advice from their research and their high school teaching experience. The overall aim in their counsel is to ensure that a school has a positive atmosphere, and that it is a place of safety for all who attend. The authors illustrate at length practical interventions for dealing with disruptive students as well as the challenge of preparedness for matters such as serious violence, gangs and safety issues. The book includes additional resources in a set of appendices. This is a manual for teachers, principals and parents, with many practical examples for achieving schoolwide discipline. The book includes bibliographical references.
ISBN:		0-9687541-0-4