Download or read book Disproportionate Exclusionary Discipline Practices and the Implementation of PBIS in High Schools written by Caitline T. Castillo (Graduate student) and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: For several decades, African American students have experienced disproportionate rates of punitive discipline that removes them from their learning environment. Students who experience exclusionary discipline can face a wide range of harmful effects to their education and future. African American students are more at risk to experience these effects due to the discipline gap. Alternatives to exclusionary discipline, such as Positive Behavioral Interventions and Supports (PBIS), have been found to reduce the use of punitive discipline practices. In this study, forty-one public high schools implementing PBIS were selected to compare rates of exclusionary discipline (i.e., suspension and expulsion) with public high schools that did not implement PBIS. This study also examines the relationship fidelity levels may have on exclusionary discipline practices. Findings indicate a continued existence of the discipline gap, differing exclusionary discipline rates between PBIS and non-PBIS schools, and differing expulsion rates between different levels of fidelity. This study extends the current research on the implementation of PBIS and its relationship with exclusionary discipline rates. Findings imply a need for a change in disciplinary practices to reduce the discipline gap and its harmful effects.
Download or read book Closing the School Discipline Gap written by Daniel J. Losen and published by Teachers College Press. This book was released on 2015 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
Download or read book Disproportionate Discipline Policies written by Candice Marion Small and published by . This book was released on 2018 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discipline disproportionality is a complex problem plaguing public schools across the nation. Over the last twenty years, schools have implemented school-wide intervention models to address the overuse of exclusionary discipline. Despite this movement, discipline disproportionality still exists, and contributes to persistent educational inequities for African American students. Much of the research on this topic has been quantitative and focused on the experience of African American males. This study diverges from that tradition by using a participatory ethnographic method to gather qualitative data from the individuals who are most affected by disproportionate discipline practices, African American students and teachers. Data was collected via in-depth interviews with nine African American female high school students, seven long-term teachers who identified as White (four females and three males), and one African American female administrator. The study was conducted at a public high school experiencing discipline disproportionality within the context of a school-wide intervention model. The results show the complexity of how discipline disproportionality is maintained within a racialized school context. A primary finding was that teachers and students see the student-teacher relationship as a critical factor in the maintenance of unfair discipline practices. Teachers also cite systemic and structural factors as key contributors to discipline issues in the school. Further, teachers reported feeling a lack of support from administrators, which contributed to teachers' low levels of self-efficacy in the face of discipline practices at their school. Finally, both the students and the teachers perceived the school-wide intervention model (PBIS) as not being fully realized in their school. Using critical race theory and social psychology perspectives, the author argues that the complexities of discipline disparities can be better understood by analyzing the transactional nature of student-teacher interactions within the context of the racial and power dynamics inherent in the institution of schools. Implications for practice and future research are discussed.
Download or read book The Effect of School Wide Positive Behavior Interventions and Supports on the Rate of Office Discipline Referrals for Subgroup Populations written by Eileen Frances O'Neil and published by . This book was released on 2017 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the ongoing debate and attention given to the achievement gap between racial groups there has been little progress in closing it. A factor that may be contributing to the achievement gap is a racial discipline gap in schools. Exclusionary discipline practices are used at a higher rate with students from underrepresented populations such as Black and Hispanic students (McIntosh, Chard, Boland, & Horner, 2006; Vincent, Sprague, & Tobin, 2012). Exclusionary discipline equates with a reduction in instructional time, therefore, students who are excluded from school at a higher rate than their peers have reduced opportunities for learning. Positive Behavioral Interventions and Supports (PBIS), when implemented with fidelity, serves to support a positive school environment that teaches expected behaviors in the setting and reduces office discipline referrals (ODRs) in schools (Solomon, Klein, Hintze, Cressey, & Peller, 2012). This study examined the impact of PBIS implementation on ODR rates. Two hypotheses guided the study. Hypothesis 1: When PBIS is implemented with fidelity there is a main effect for years of implementation, with fewer ODRs in the fourth year of implementation than in the first year. Hypothesis 2: When PBIS is implemented with fidelity there is a greater reduction in the number of ODRs for Black students and for Hispanic students than for White students. The data used for this study was from the database of the Office of Special Education Programs (OSEP) National PBIS Technical Assistance Center, housed by the University of Oregon's Educational and Community Supports research unit (University of Oregon, 2016). The main hypothesis was tested with two two-way within schools ANOVAs. The first factor was the year of implementation with two levels (Year 1 vs. Year 4) and the second factor was ethnic subgroup with two levels (Black vs. White, or Hispanic vs. White). A significant interaction effect between year of implementation and subgroup would indicate a change in the size of the discipline gap from Year 1 to Year 4 for either or both comparisons. The findings for this study demonstrated no support for either hypothesis.
Download or read book Handbook of Positive Behavior Support written by Wayne Sailor and published by Springer Science & Business Media. This book was released on 2008-12-02 with total page 778 pages. Available in PDF, EPUB and Kindle. Book excerpt: A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.
Download or read book An Investigation of the Impact of School wide Positive Behavioral Interventions on the Number of Disciplinary Actions Take in a Diverse Urban Middle School and on the Overrepresentation of African American Males Facing Those Actions written by and published by . This book was released on 2014 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: The overuse use of punitive consequences in response to aberrant student behavior has become a focus of attention for policymakers, practitioners, and researchers. Its use appears to be having a detrimental impact on students and their futures. The present study examined practices designed to reduce the number and nature of these punitive approaches used in high-poverty urban middle schools. Furthermore, the literature confirms that African American males receive a disproportionately high percentage of punitive disciplinary practices and that the impact on these students and their future is a concern for schools and society. The present study was conducted at a school in which the number and percentage of disciplinary actions were higher than for similar schools in the district and in which those actions applied to African American males were also disproportionately high. Guided by the literature, the nuances of the first 36 months of a school-wide implementation of Positive Behavioral Interventions and Supports (PBIS) were investigated. The impact of implementation was measured using qualitative interviews, observations, the School-wide Evaluation Tool (SET), the Effective Behavior Support (EBS) Survey, and Office Discipline Referrals (ODRs). The results indicated that school-wide PBIS was implemented with some notable success. School-wide PBIS implementation was measured by the SET at 80% after the first 36 months. Teachers and other staffers increased their level of priority for implementing PBIS with fidelity in their school. There was a decrease in both monthly and annual discipline referrals to the office (the latter dropping from 1,360 to 695) over a 36-month period of time, and the number of disciplinary referrals applied to African American males also decreased (dropping from 444 to 256) during that same period. However, African American males continued to receive a disproportionately high share of those reduced actions. They represented 18% of the student population but received 36% of the disciplinary actions. These findings seem to indicate that the implementation of school-wide PBIS may be an important process. However, as the model continues to be implemented, better and more proactive support for African American males is needed.
Download or read book Examining Exclusionary Discipline Practices Utilizing Response to Instruction and Intervention for Behavior as an Innovation for Change in Attendance and Suspension Rates Within Three Rural Elementary Schools in Tennessee written by Lauren Tate and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Widespread school discipline problems came to forefront in the educational arena in the 1990s (lm & Vuran, 2016). Exclusionary practices (e.g., in- or out-of-school suspension, strict rules, or punishment [Skiba & Peterson, 2000]), also known as traditional school discipline practices (TSDP) (Scheuermann & Hall, 2011) have become common behavioral practices across the American public education landscape (U.S. Department of Education, 2016). These practices remove students from instruction, often resulting in detrimental impacts to student performance (Edward & Brea, 2016), and have neither positive effects on student behavior (Ogulmus & Vuran, 2016) nor positive longevity effects (Costenbader & Markson, 1998).In support of federal legislation aimed at retention of students in the school environment (U.S. Department of Justice, 2011), Positive Behavior Interventions and Support (PBIS) (used interchangeably with School Wide Positive Behavior Interventions and Support [SWPBIS]), focuses on improving the school climate. The PBIS-tiered behavior system in Tennessee, Response to Instruction and Intervention for Behavior (RTI2-B), was created to increase prosocial behaviors and decrease problem behaviors. Although PBIS has been well studied throughout the literature, there has been a paucity of formal research conducted on this tiered behavior system.The purpose of this quantitative study was to determine if the RTI2-B program created statistically significant differences in attendance and suspension rates of students by grade and race at three rural Tennessee elementary schools, using archived student data from a small rural school district in western Tennessee. A paired samples t test was conducted to compare suspension rates before and after program implementation, and another paired samples t test was used to analyze school-wide attendance patterns before and after program implementation. Bivariate analysis was used to examine post-intervention suspension differences by race. The relationships between pre- and post-intervention attendance data by year, pre- and post-suspension data by grade across years, and post-intervention differences in race were also analyzed..
Download or read book Creating Equitable Practices in PBIS written by Nikole Y. Hollins-Sims and published by CRC Press. This book was released on 2022-12-20 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: This go-to resource guides educators on how to incorporate equitable practices in a PBIS framework. The authors cover core concepts including school-wide positive behavioral interventions and supports (SWPBIS) and multi-tiered system of supports (MTSS), define equity, and present methods for enhancing implementation practices through an equity mindset. Chapters also include an analysis of team structures and the evaluation of baseline data sources, walking readers through how to incorporate effective practices to support an integrated MTSS framework and produce sustainable outcomes. This book is ideal for educators, behavioral specialists, and administrators who wish to promote a positive school climate and purposeful educational relationships.
Download or read book Implementation Fidelity and Outcomes of School Discipline Policy written by Kaitlin Pauline Anderson and published by . This book was released on 2017 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, exclusionary discipline, including out-of-school suspension (OSS) and expulsion, is disproportionately administered to students of color and special education students. Exclusionary discipline is associated with lower academic achievement and higher risk of dropout, grade retention, and involvement in the juvenile justice system, but there is little causal evidence on this topic. This dissertation reports on three analyses on school discipline, using administrative data from Arkansas public schools. The first study estimates racial disproportionalities in the use of exclusionary discipline. Controlling for reported behavior and student characteristics, my co-author and I find that Black students are 2.4 times as likely as White students to receive exclusionary discipline. Within schools, this race-based gap is insignificant, suggesting the gap is driven by differences across schools. In the second study, my co-authors and I use student fixed effects within dynamic panel data models to attempt to estimate a causal effect of exclusionary discipline on student test scores in the following year. Counterintuitively, we find almost zero evidence of negative effects, suggesting that reductions in OSS, without additional supports or interventions, will likely not improve student achievement. The third study examines the implementation and outcomes of a statewide policy eliminating OSS as a consequence for truancy. That study tests which school-level factors predict policy compliance and whether there were any policy-related changes in test scores, attendance, chronic absenteeism, truancy rates, or other student disciplinary outcomes. I find that compliance was low in high-minority, high-discipline schools, and there was no policy-related change in school-level test scores, attendance, and chronic absenteeism. Reports of truancy and the use of OSS for truancy declined following the new policy, but part of this result may be due to changes in how schools report discipline. In summary, my research indicates that real disparities in exclusionary discipline exist, but they are primarily between schools, and the negative impacts of the exclusionary discipline on its own may be minimal. What is likely more important is focusing on prevention and building positive school climate, rather than setting high-level policies and hoping schools will rise to the challenge.
Download or read book The Little Book of Restorative Discipline for Schools written by Lorraine Stutzman Amstutz and published by Simon and Schuster. This book was released on 2015-01-27 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: Can community-building begin in a classroom? The authors of this book believe that by applying restorative justice at school, we can build a healthier and more just society. With practical applications and models. Can an overworked teacher possibly turn an unruly incident with students into an "opportunity for learning, growth, and community-building"? If restorative justice has been able to salvage lives within the world of criminal behavior, why shouldn't its principles be applied in school classrooms and cafeterias? And if our children learn restorative practices early and daily, won't we be building a healthier, more just society? Two educators answer yes, yes, and yes in this new addition to The Little Books of Justice and Peacebuilding series. Amstutz and Mullet offer applications and models. "Discipline that restores is a process to make things as right as possible." This Little Book shows how to get there.
Download or read book An Exploration of Positive Behavior Interventions and Supports Impact on Discipline Achievement and Perceptions of School Climate in an Urban School District written by Robin A. Pettiegrew and published by . This book was released on 2021 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the call for reducing school suspensions and academic achievement improvement moves across the country, schools are responsible for implementing discipline restructure and academic growth programs. In various research studies, positive student and school behavior outcomes have been associated with Positive Behavior Interventions and Supports (PBIS) since its implementation in schools in the late 1990s. However, additional research in understanding the impact of PBIS practices on reported school suspension, school climate perceptions, and student academic achievement (i.e., standardized test scores) would be useful. This study could potentially contribute to the literature and fill a gap not yet explored on the relationship between PBIS implementation and discipline practices impacting African American students, school climate perceptions, and student achievement. School officials can utilize this study's findings to determine their dedication and commitment to PBIS as a behavior intervention within school systems. Utilizing data collected from a large urban school district in Ohio, this study will examine the association between PBIS implementation, the suspension rate of all students, individual student achievement, and school climate perceptions while emphasizing PBIS' impact on African American students. The research data in this study will focus on grade levels elementary through high school. The data will be analyzed using linear regressions. Limitations of this study will be discussed.
Download or read book Suspending Chicago s Students written by Lauren Sartain and published by Consortium on Chicago School Research. This book was released on 2015-08-18 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students' risk of suspension is more strongly determined by which school they attend than by their backgrounds-including their race, gender or income. A subset of Chicago schools-about a quarter of high schools and 10 percent of schools with middle grades-have very high suspension rates, and almost all of these schools predominantly serve African American students. These schools' students come from the poorest neighborhoods with the lowest incoming achievement; many have been victims of abuse or neglect. At high-suspending high schools, about half of students received a suspension in the 2013-14 school year. This report examines reasons for racial and gender disparities in suspension rates and finds that suspensions are concentrated among schools serving the most vulnerable student populations. It also explores the degree to which differences in schools' suspension rates are related to school climate and student achievement.
Download or read book The School to Prison Pipeline written by Catherine Y. Kim and published by NYU Press. This book was released on 2012-04-01 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the relationship between the law and the school-to-prison pipeline, argues that law can be an effective weapon in the struggle to reduce the number of children caught, and discusses the consequences on families and communities.
Download or read book The School to Prison Pipeline written by Nathern Okilwa and published by Emerald Group Publishing. This book was released on 2017-03-03 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume focuses on the role that school climate and disciplinary practices have on the educational and social experiences of students of color.
Download or read book School Discipline Classroom Management and Student Self Management written by Howard M. Knoff and published by Corwin Press. This book was released on 2012-06-12 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: An integrated, comprehensive approach to positive behavioral supports and interventions This book provides a pragmatic, easy-to-follow blueprint for Positive Behavior Support Systems (PBSS) implementation that integrates academics, instruction, and achievement with discipline, behavior management, and student self-management. Award-winning author Howard M. Knoff provides guidance on: Implementing a schoolwide discipline and safe schools program Teaching students interpersonal, social problem solving, conflict prevention and resolution, and emotional coping skills Guiding professional development, staff and student buy-in, and evaluation Strengthening parent and community outreach and involvement Included are charts to post in classrooms, worksheets, and action items. Research-based case studies demonstrate how PBSS activities create positive climates, pro-social interactions, and effective management approaches.
Download or read book An Overview of Exclusionary Discipline Practices in Public Schools for the 2017 18 School Year written by Civil Rights Data Collection (U.S.) and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Discipline in the Secondary Classroom written by Randall S. Sprick and published by John Wiley & Sons. This book was released on 2013-03-05 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: A teacher's success throughout the school year is largely determined by the events of the first few weeks of school. In his highly successful book Discipline in the Secondary Classroom (more than 100,000 copies sold), classroom management guru Randall Sprick offers practical strategies for beginning the school year, organizing the classroom for success, and establishing rules and behavior expectations for students. He also provides scores of helpful tips gathered from successful classroom teachers or gleaned from the latest educational research. Discipline in the Secondary Classroom is a treasure-trove of practical advice, tips, checklists, reproducibles, posters, and ready-to-use activities that will save teachers time and help them become more effective educators. Both new and seasoned teachers will find this book invaluable for designing a management plan that prevents problems, motivates students, and teaches them to behave responsibly. Discipline in the Secondary Classroom includes nine chapters that cover everything from creating a vision for classroom behavior to modifying a student behavior plan as the school year progresses. Also included is a DVD featuring Dr. Sprick teaching two core topics from within the book: How to finalize your classroom management plan and communicate it to students How to reinforce positive behavior in students rather than react to negative behavior
