Download or read book School level Predictors of Student Office Disciplinary Referrals written by Andrew Martinez and published by . This book was released on 2013 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student misbehavior has become a problem gaining much warranted national attention. To monitor student behavior problems schools are increasingly relying on student office disciplinary referral (ODR) data to identify and monitor students who may be at-risk for future behavioral problems. While research has examined individual-level predictors of student disciplinary referrals, few studies have examined multilevel models, which take into account the nested nature of these data (e.g., students within schools). The current study draws upon Social Disorganization Theory to guide an investigation of student office disciplinary referrals. This study examines office disciplinary referrals among 1,501 students across 13 schools in a high-poverty urban school district. Multilevel modeling strategies are used to examine the extent to which school-level variables (Student Mobility, Student-teacher Ratio, Student-teacher Relations, and Communication of Behavioral Expectations) predict students with chronic levels of disciplinary referrals (i.e., six or more ODRs). Results reveal that school-level characteristics moderate associations between individual-level predictors and student ODRs and provide support for Social Disorganization Theory as well as Person-Environment Fit Theory as guiding frameworks to examine student disciplinary referrals. Future research should continue to use these modeling strategies and investigate pathways leading to these disciplinary events. Implications for research and practice are discussed.

Download or read book The Effectiveness of a Proactive School wide Discipline Plan on Office Discipline Referrals at the Elementary School Level written by Elizabeth Anne Anderson and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effectiveness of a proactive school-wide discipline plan on office discipline referrals, and as a predictor of incidents of chronic disciplinary referrals. The study examined two consecutive school years, 2007-2008 and 2008-2009, with 2007-2008 being the control group without a school-wide discipline plan, and 2008-2009 the treatment group with a school-wide discipline plan in place for a full academic year. The purpose was to determine if there would be a statistically significant decrease in the number of office discipline referrals and the number of office discipline referrals which resulted in In-School or Out of School suspension. The study also demonstrated through Pearson's product-moment correlation coefficient regression if academic achievement was a predictor of incidents of chronic office disciplinary referrals which may contribute to future behavioral issues and the need for secondary intervention. The hypotheses stated there would not be a significant difference in the number of office referrals and the number of office discipline referrals which result in In-School Suspension and/or Out-of-School Suspension, and students with two or more office discipline referrals would not be significantly different than other students in terms of academic achievement. A dependent t-test showed there were significantly more office discipline referrals and office discipline referrals which resulted in In-School or Out of School suspensions in 2008-2009 than in 2007-2008. Using Pearson's correlation, a negative correlation was found between academic achievement and number of office discipline referrals. As academic achievement decreased the number of office discipline referrals increased. Results indicate that academic achievement can serve as an early predictor of chronic office discipline referrals.

Download or read book School Based Behavioral Assessment Second Edition written by Sandra M. Chafouleas and published by Guilford Publications. This book was released on 2021-01-08 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Revised and expanded with the latest tools and strategies, this concise book offers guidance for effectively conducting social, emotional, and behavioral assessments in today’s K–12 schools. The expert authors present foundational knowledge on assessment and data-based decision making at all levels--whole schools, small groups, or individual students--within a multi-tiered system of support (MTSS). Chapters describe when, why, and how to use extant data, systematic direct observation, direct behavior rating, and rating scales. In a large-size format for easy photocopying, the book includes reproducible forms and templates. Purchasers get access to a webpage where they can download and print the reproducible materials. New to This Edition *Reflects a decade of change in behavioral assessment, including an increased focus on screening and progress monitoring. *Includes current knowledge about the defensibility, usability, repeatability, and flexibility of each method. *Focuses on social, emotional, and behavioral assessment within MTSS frameworks. *Chapter on practical applications, featuring in-depth case studies. *Reproducible tools now available online. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Download or read book School Based Behavioral Assessment written by Sandra M. Chafouleas and published by Guilford Publications. This book was released on 2020-12-15 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Revised and expanded with the latest tools and strategies, this concise book offers guidance for effectively conducting social, emotional, and behavioral assessments in today’s K–12 schools. The expert authors present foundational knowledge on assessment and data-based decision making at all levels--whole schools, small groups, or individual students--within a multi-tiered system of support (MTSS). Chapters describe when, why, and how to use extant data, systematic direct observation, direct behavior rating, and rating scales. In a large-size format for easy photocopying, the book includes reproducible forms and templates. Purchasers get access to a webpage where they can download and print the reproducible materials. New to This Edition *Reflects a decade of change in behavioral assessment, including an increased focus on screening and progress monitoring. *Includes current knowledge about the defensibility, usability, repeatability, and flexibility of each method. *Focuses on social, emotional, and behavioral assessment within MTSS frameworks. *Chapter on practical applications, featuring in-depth case studies. *Reproducible tools now available online. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Download or read book Handbook of Classroom Management written by Edward J. Sabornie and published by Taylor & Francis. This book was released on 2022-09-22 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Classroom Management, Third Edition, is an authoritative treatment of the latest science and development in the study of classroom management in schools. Evidence-based classroom management practices and programs are essential to enhancing students’ academic, behavioral, social-emotional, and motivational outcomes across grade levels. This comprehensive volume collects scholarship and cutting-edge research for graduate students and faculty of psychology, teacher education, curriculum and instruction, special education, and beyond. The book has been thoroughly revised and expanded with updated coverage of foundational topics such as effective instruction, preventative strategies, positive behavior intervention and supports, family–school relationships, legal issues, and other related topics, while also giving new attention to social justice, students on the autism spectrum, and adaptations across urban, rural, and virtual contexts.

Download or read book Positive Behavior Supports written by Tawanda L. Pullen and published by . This book was released on 2006 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Schools and Delinquency written by Denise C. Gottfredson and published by Cambridge University Press. This book was released on 2000-11-20 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools and Delinquency, first published in 2001, provides a comprehensive review and critique of the current research about the causes of delinquency, substance use, drop-out, and truancy, and the role of the school in preventing these behavior patterns. Examining school-based prevention programs and practices for grades K-12, Denise Gottfredson identifies a broad array of effective strategies improving the school environment, as well as some that specifically target youths at risk of developing problem behaviors. She also explains why several popular school-based prevention strategies are ineffective and should be abandoned. Gottfredson analyzes, within the larger context of the community, the special challenges to effective prevention programming that arise in disorganized settings, identifying ways to overcome these obstacles and to make the most troubled schools safer and more productive environments.

Download or read book Managing School Absenteeism at Multiple Tiers written by Christopher A. Kearney and published by Oxford University Press. This book was released on 2016-04-28 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: School absenteeism is a pervasive and difficult problem faced by mental health and school-based professionals. Even in mild forms, school absenteeism has been shown to be a significant risk factor for social, behavioral, and academic problems in middle childhood and adolescence, as well as psychiatric, economic, and occupational difficulties in adulthood. Problematic absenteeism has been examined for decades by professionals of many different disciplines, leading to a considerably fractured literature. Managing School Absenteeism at Multiple Tiers provides an integrative strategy for preventing, assessing, and addressing cases of youth with school absenteeism at multiple levels of severity and complexity. Dr. Christopher Kearney presents a multi-tiered framework based on prevention (Tier 1), early intervention for emerging cases (Tier 2), and more extensive intervention and systemic strategies for severe cases (Tier 3). Each tier is based on empirically supported strategies from the literature, and emphasis is placed on specific, implementable recommendations. This approach is based on a Response to Intervention model that has emerged as a powerful guide to prevention, assessment, and treatment of social and academic problems in schools. Response to Intervention is based upon tenets that parallel developments in the school absenteeism literature: (1) a proactive focus on early identification of learning and behavior problems and immediate, effective intervention, (2) universal, targeted, and intensive interventions, (3) frequent progress monitoring, (4) functional behavioral assessment, (5) empirically supported treatment procedures and protocols to reduce obstacles to academic achievement (including absenteeism), and (6) a team-based approach for implementation. This user-friendly, practical guide will be useful to mental health professionals, school administrators, guidance counselors, social workers and psychologists, as well as others who address kids with problematic absenteeism such as pediatricians and probation officers.

Download or read book Handbook of Urban Educational Leadership written by Rene O. Guillaume and published by Rowman & Littlefield. This book was released on 2021-10-15 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the second edition of the highly successful Handbook of Urban Educational Leadership. This book examines the uniqueness of the urban school and those in leadership roles that affect urban students and schools. It examines community, district, school, and teacher leadership influencing urban schools. This edition examines conceptualizations of urban ecologies as well as other critical geographies and how these shape understandings in educational contexts. Contributions for this edition focused on areas that examined social, technological, international and other processes with intersections of issues of race, class, and gender, power, politics, and capital and how they influence urban educational leadership. We also included place and space-based theories and discourses that influence urban realities, which include (but were not limited to): networks, assemblages, safe/brave space, placemaking, flow, thirdspace, homeplace, and urbanormativity.

Download or read book Does Compliance Matter in Special Education written by Catherine Voulgarides and published by Teachers College Press. This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This book asks a question that many educators may think, but won’t say out loud: Does compliance with IDEA legislation matter? The author acknowledges that, while compliance with IDEA (Individuals with Disabilities Education Act) is important, it can also be an administrative burden that detracts from practitioners’ capacity to adequately serve students with disabilities. Using data collected from three suburban school districts, Voulgarides helps us to understand how compliance with IDEA intersects with decades of evidence of racial inequities in student outcomes. This timely and thought-provoking book unpacks the civil rights history of IDEA, examines the impact of its procedural focus on educational practice, and questions why racial inequities in special education persist despite good intentions by policymakers, educators, and school personnel. “This important book addresses critical issues related to the education of students with disabilities and makes the case for why new approaches are needed to ensure that the educational needs of all children are met. Insightful and well researched, this book will be an invaluable resource for educators everywhere.” —Pedro A. Noguera, Distinguished Professor of Education, UCLA Graduate School of Education & Information Studies “This book provides a necessary discussion of racial/ethnic disproportionality and its intersection with special education policy, particularly forcing us to consider a critical question of IDEA: is it enough? Voulgarides shares an amazing description of how policy, individual actors, political forces, and racial/ethnic dynamics operate within a school district and unintentionally result in racial disparities. This is a necessary read for special education policy champions.” —Edward Fergus, Temple University

Download or read book Differences in Office Discipline Referrals After Implementation of School wide Positive Behavior Intervention and Support written by Chelsea Wallace and published by . This book was released on 2014 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted to determine whether there is a significant difference in Major and Minor Office Discipline Referrals during each phase of School-Wide Positive Behavior Intervention and Support implementation at the middle school level. Behavior issues must be approached proactively, rather than reactively. This creates a safer, more productive learning environment that in turn can promote higher levels of student achievement. Research shows that students respond better to positive, rather than punitive responses. Positive Behavior Intervention and Support is centered on that idea. The study was conducted using discipline data, including major and minor office referrals, as compiled by a discipline management system at a Midwestern middle school. The data was analyzed using an ANOVA analysis to determine if School-Wide Positive Behavior Intervention and Support makes a significant difference on student discipline incidents. After reviewing the findings of this study and current literature on the topic, it is found that implementation of Positive Behavior Intervention and Support makes a significant difference in Major Office Discipline Referrals, but not in Minor Office Discipline Referrals.

Download or read book The Impact of Positive Behavior Interventions and Supports on Attendance Rates and Office Discipline Referrals at the Middle School Level written by Amy Gill and published by . This book was released on 2017 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: When the No Child Left Behind Act of 2001, and more recently the College and Career Ready Performance Index, was put into effect, schools felt pressure to increase student achievement and bring up attendance rates in order to make adequate yearly progress or now high index scores. Positive Behavior Interventions and Supports (PBIS) is a proactive approach that many schools have implemented in an attempt to decrease disruptive student behavior and possibly increase student attendance. The purpose of this quasi-experimental causal comparative study was to examine the impact of the treatment of PBIS, with its basis in behavioral theory, on office discipline referrals and student attendance rates. Data was collected and analyzed for over 2,000 students in rural southeast Georgia through Infinite Campus and PowerSchool. Using data from the 2011-2014 school years, the study attempted to answer if there is an impact on both office discipline referrals and student attendance rates for middle school students participating in PBIS as compared to middle school students not participating in PBIS. Each null hypothesis was analyzed separately using chi-square testing and an independent samples t-test. The results of the study show that there was an impact on attendance rates for the treatment group, but that same impact was not evidenced on office discipline referrals or attendance rates, when controlling for gender. Recommendations for future research include an examination of the factors that contribute to the decline in the impact of PBIS at the middle school level, and the impact of PBIS on different levels of office discipline referrals, office discipline referrals at tier 1, tier 2, and tier 3 separately, and the impact on different levels of absences.

Download or read book Inequality in School Discipline written by Russell J. Skiba and published by Springer. This book was released on 2016-08-20 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume fills a critical void by providing the most current and authoritative information on what is known about disciplinary disparities. School exclusion—out-of-school suspension and expulsion in particular—remains a substantial component of discipline in our nation’s schools, and those consequences continue to fall disproportionally on certain groups of learners. The negative consequences of frequent and inequitable use of school exclusion are substantial, including higher rates of academic failure, dropout, and contact with the juvenile justice system. As educators, policymakers, community leaders, and other youth-serving organizations begin the difficult work of creating more equitable school disciplinary systems, the need for effective disparity-reducing alternatives could not be more important. Drawing on the multi-year ground-breaking work of the Discipline Disparities Collaborative, the chapters in this book provide cutting edge knowledge supporting a new national imperative to eliminate race, gender, disability, and sexual orientation-based disciplinary disparities.

Download or read book School Social Work written by Michael Stokely Kelly and published by Oxford University Press. This book was released on 2021-08-18 with total page 673 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The 9th edition of School Social Work: Practice, Policy and Research marks the further development of school social work as a social work specialization, as well as this venerable textbook itself. American school social work is well into its second century now, and despite ever-present concerns about limited resources, budgets, and school social worker: student ratios, school social work continues to grow, both in the U.S. and internationally. Throughout the U.S. and globally, school social work is becoming increasingly essential to the educational process as families and communities strive to make schools safe and inclusive places for children to learn, to grow, and to flourish. This 9th edition strives to reflect how school social work practice in the third decade of the 21st century effectively impacts academic, behavioral, and social outcomes for youth and the school communities they serve"--

Download or read book The Connections Between Office Disciplinary Referrals Teachers Effectiveness and Academic Attainment written by M. Rebecca Phillips Walker and published by . This book was released on 2020 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This quantitative correlational design study examined the impact of office disciplinary referrals on the academic attainment of 527 high school students. In addition, this study investigated 100 teachers to explore the relationship between their issuance of office disciplinary deferral and level of effectiveness scores. This research attempted to (1) determine whether there was a correlation between the number of office disciplinary referrals students' academic attainment, (2) determine if there was a difference in the office disciplinary referral between students who did and did not graduate, and (3) ascertain whether teacher level of effectiveness scores were correlated to the rate of teacher issuance of referrals. Data from this study indicated that students' academic attainment as measured through state standardized test scores, student grade point averages, and ACT scores significantly decreased as their number of office disciplinary referrals increased. However, students' graduation status was not significantly by office disciplinary referrals received. Likewise, findings indicated that teacher effectiveness had no significant effect on the issuance of office disciplinary referrals. Data from this research provides school leaders with further data from which strategies can be implemented to track students misbehaviors and provide corrective behavioral and academic support measures to help counter some of the negative academic consequences of student office disciplinary referrals.

Download or read book An Examination of Office Referrals as a Measure of Classroom Behavior written by Carlee N. Crockett and published by . This book was released on 2007 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study investigated whether office discipline referral data (ODR) are a valid representation of student's in class behavior. This investigation included 11 elementary students enrolled in kindergarten through fifth grade, across eight general education classrooms. Several measures were used to evaluate the validity of ODRs, these included in-class reporting, office discipline referrals, Effective Behavior Supports Survey, School-wide Evaluation Tool, and the Oregon School Safety Survey. The results of the data collected in this study displayed that ODRs were an inadequate measure to evaluate ongoing school-wide positive behavior support systems and for identifying secondary- and tertiary-level students. ODR research is discussed and reviewed and implications and suggestions for future research are also discussed"--Document.

Download or read book The Palgrave International Handbook of School Discipline Surveillance and Social Control written by Jo Deakin and published by Springer. This book was released on 2018-06-07 with total page 603 pages. Available in PDF, EPUB and Kindle. Book excerpt: Truly international in scope, this Handbook focuses on approaches to discipline, surveillance and social control from around the world, critically examining the strategies and practices schools employ to monitor students and control their behavior. Bringing together leading scholars from a range of disciplinary backgrounds, the chapters scrutinize, analyze and compare schools' practices across the globe, providing a critical review of existing evidence, debates and understandings, while looking forward to address emerging important questions and key policy issues. The chapters are divided into four sections. Part 1 offers accounts of international trends in school discipline, surveillance and punishment; Part 2 examines the merging of school strategies with criminal justice practices; Part 3 focuses on developments in school technological surveillance; and Part 4 concludes by discussing restorative and balanced approaches to school discipline and behavior management. As the first Handbook to draw together these multiple themes into one text, and the first international comparative collection on school discipline, surveillance and social control, it will appeal to scholars across a range of fields including sociology, education, criminology, critical security studies and psychology, providing a unique, timely, and indispensable resource for undergraduate educators and researchers.