In one year from 2013 to 2014, this rural Title I school reduced the number
of behavioral infractions by 29 % and students in grades 3 - 5 achieved gains on state assessments.
Not exact matches
[Intervention logs are teacher records
of students»
behavioral infractions and missing / late homework assignments.]
Of the program - and policy - based alternatives to exclusionary discipline, Steinberg and Lacoe report the most evidence for, and positive effects from, the Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) program, a strategy that aims to change a school culture by setting clear behavioral expectations, laying out a continuum of consequences for infractions, and reinforcing positive behavio
Of the program - and policy - based alternatives to exclusionary discipline, Steinberg and Lacoe report the most evidence for, and positive effects from, the Schoolwide Positive
Behavioral Interventions and Supports (SWPBIS) program, a strategy that aims to change a school culture by setting clear behavioral expectations, laying out a continuum of consequences for infractions, and reinforcing positive
Behavioral Interventions and Supports (SWPBIS) program, a strategy that aims to change a school culture by setting clear
behavioral expectations, laying out a continuum of consequences for infractions, and reinforcing positive
behavioral expectations, laying out a continuum
of consequences for infractions, and reinforcing positive behavio
of consequences for
infractions, and reinforcing positive behavior.
Recommendations include positive
behavioral supports, restorative practices, and limiting the use
of out -
of - school suspension to
infractions that threaten school safety.
The approach aims to change school culture by setting clear
behavioral expectations, designing a continuum
of consequences for
infractions, and reinforcing positive behavior.
Armed law enforcement officers are not educators, social workers, or counselors, and overwhelming evidence shows that when schools involve law enforcement in minor, non-violent
behavioral infractions, students
of color are disproportionately impacted.
Armed law enforcement officers are not educators, social workers, or counselors, and overwhelming evidence shows that when schools involve law enforcement in minor, non-violent
behavioral infractions, students
of color are disproportionately impacted.1 In our 2015 policy paper, Climate Change: Creating Safe, Supportive Schools for All Students, E4E - New York members pointed out that there are more police officers than school counselors in New York City schools and called on the NYC Department
of Education to turn this shameful number on its head by increasing the amount
of school counselors.
Prior to partnering with Kickboard, school leader Dawn Love calculated that the 1,600 classroom
behavioral infractions in her school during the 2013 - 14 school year equated to 25,395 minutes
of missed instructional time.
14.6 Schools have established a thorough written code
of conduct and a comprehensive student discipline action plan that outlines rules and
behavioral expectations, appropriate interventions, and consequences for
infractions.
The year before Hardy took over, about 50 percent
of its students were performing below grade level,
behavioral infractions had risen, and the state had dropped Sylvanie Williams's performance grade from a C to a D.
It is unconscionable that states, like ours, are allowed to underfund their local school districts annually while somehow investing significant financial resources into the coffers
of private enterprise that will suspend students for numerous, sometimes quite minor,
behavioral infractions and may shut their doors suddenly on students when no longer profitable.
Such a restriction is symptomatic
of the high
behavioral expectations and explicit disciplinary responses to
infractions of rules.