working example: fern ridge middle school (frms) rural grades 6-8 ≈ 550 students high rates of...
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Working Example: Fern Ridge Middle School (FRMS)
• Rural
• Grades 6-8
• ≈ 550 Students
• High rates of problem behavior
• Request for assistance - Horner, 1999; Taylor-Greene et al., 1997
Status of School-wide Discipline: 1994-95
• Enrollment = 530
• 2628 Office Discipline Referrals (ODRs)
• Distribution– 304 (57%) at least 1 ODR
– 136 (26%) at least 5 ODRs
– 34 (6%) at least 20 ODRs
– 1 with 87 ODRs
• Students with >20 ODRs had 1376 ODRs (52%)
Office Discipline Referral =
• Three behavioral events– Student behavior
– Staff response
– Office response
• Underestimation of actual behavioral events
0
100
200
300
400
500
Sep Oct Nov Dec Jan Feb Mar Apr May
Months
Office Referrals by Month1994-1995
0
5
10
15
20
25
Sep Nov Jan Mar May
Months
Office Referrals/School Day by Month1994-1995
0
100
200
300
400
500
600
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Behaviors
Office Referrals by Behavior1994-1995
0
200
400
600
800
1000
1200
1400
Classroom Bus
Location
Office Referrals by Location1994-1995
250
300
350
400
450
500
550
600
Mon Tue Wed Thu Fri
Day of Week
Office Referrals by Day of Week1994-1995
0
500
1000
1500
2000
2500
Male Female
Gender
Office Referrals by Gender1994-1995
0
20
40
60
80
100
1 7 13 19 25 31 37 43 49 55 61 67 73 79
No. of Referrals
Office Referrals by Student1994-1995
0
2
4
6
8
10
12
Sep Nov Jan Mar May
Month
Top 6% Office Referral/Day by Month1994-1995
0
2
4
6
8
10
12
14
Sep Nov Jan Mar May
Month
94% Office Referral/Day by Month1994-1995
0
50
100
150
200
250
300
1 5 9 13 17 21 25 29 33 37 41 45 49
Teachers
Office Referrals by Teacher1994-1995
FRMS School-wide Action Plan
1. Define Expected Behavior
• Be respectful
• Be responsible
• Be there/be ready
• Follow directions
• Hands/feet to self- Taylor-Greene et al., 1997
2. Teach Expected Behaviors in Target Contexts• Provide context-specific instruction:
– Hallways, classrooms, gym, cafeteria, commons, bus loading
• Teach:– Positive and non-examples– Practice– Precorrections
3. Acknowledge Expected Behavior
• Give tangible rewards/acknowledgements– High 5s
• Provide social recognition
4. Correct/Punish Inappropriate Behavior
• Issue office discipline referrals, detention, verbal reprimands
• Restate expected behavior
5. Precorrect for Expected Behavior
• Review expected behavior, especially before problem context
6. Arrange for Consistent Implementation
• Strive for “Full” faculty participation
• Establish efficient system of development and implementation
• Provide reinforcers/acknowledgements for teachers
7. Provide Booster Procedures During Targeted Times of Year
• Vary rewards
• Vary class and individual rewards
• Include students in process
8. Provide Alternative Option for Students with Chronic Problem Behavior
• Do not expect school- wide effort to influence behavior of 1-7% of students
0
5
10
15
20
25
Sep Nov Jan Mar May
Months
Office Referrals/School Day by Month1994-1995, 1995-1996
0
5
10
15
20
25 A
vera
ge R
efe
rrals
per
Day
SeptOctNovDecJanFebMarAprMayJune
Months
FRMS Ref/Day/Month94-95;95-96;96-97;97-98;98-99
0
500
1000
1500
2000
2500
3000 Tota
l O
ffic
e D
iscip
line R
efe
rrals
94-95 95-96 96-97 97-98 98-99Academic Years
FRMS Total Office Discipline Referrals
0
100
200
300
400
500 R
efe
rrals
per
100 S
tudents
94-95 95-96 96-97 97-98 98-99Academic Years
FRMS Office Referrals per 100 Students