3.  Better understanding of triggers and responses relating to student behavior.  A rough outline of ways to change the culture and mindsets regarding discipline.  Begin to develop a system of responses for students struggling with behavior issues.  Widening the net.

4.  What is your schools discipline culture?  Punitive?  Compliant?  Combination?  Not sure?  Teacher Buy-In  What is the purpose of discipline?

5.  2006/07871 Referrals  2007/08862 Referrals  2008/09680 Referrals  2009/10589 Referrals  2010/11474 Referrals  55% F&R (Large At-Risk Population)  Relates to more instructional time  Improved learning as trust develops

6.  Difficult to reach  Repeat customers  Academic struggles  Social issues (peer-peer)  Minimal parent involvement  Classroom disruptions

7.  Things we cannot or do not necessarily have control over Social Environment  Peer Conflict  Authority (Teachers, Admin)  Rules & Expectations (Building, Classroom & Hallway)

8.  Educational Environment  Tests  Homework  Reading  Answering questions  Academic inadequacy  Honeymoon theory

9.  Carry-In  Behavior may occur in the present, but the behavior is very much related to unresolved emotional stressors brought into the classroom.  Tune-In  Problem stems form unresolved issues outside the present environment but are triggered by current events.  Carry-Over  Behavior refers to unresolved issues in the present and are passed from class to class.

10.  Behavior is present and may be immediate  Cause was in the past (time frame?)  Usually an unresolved issue  Emotional/Physical (Meds,Food)  Time frame not always consistent (hour,day)  Therefore difficult to predict or prepare  Student Examples

11. 10/5 Student was sent to the office for yelling at another student on his way to 5 th hour. 10/6 Student pushed books off his classmates desk as he walked into class, issued lunch detention. 10/11 Student continued to talk and disrupt instruction, sent to the office. 5 th hour 10/17 Student escorted to the office after he and another student got into a shoving match in the hall prior to 5 th hour. 2 days ISS 10/29 Student was sent to the office for continued disruptions during warm up reading time. (5 th hour) ASD 11/7 Student was removed to the hall for warm up reading time as he continues to disrupt others reading.

12.  Relative to you  Gender  Proximity  Tone of voice  Non-Relative  Peers  Class Work  Home Life

13.  Unresolved Issues  Outside Influence  Memory Responses  Sensory Responses  Past Practice/Experiences  Random so not considered carry-in  Example #2

14. Yesterday during class with a sub present, Jimmy was sent to the office for calling the sub “gay” and refusing to follow his directions. (1 day OSS, 1 day ISS parent contacted)

15.  Relative to you  Tone of Voice  Unstructured Time  Past Academic Failures  Non-Relative  Incident at home (flashback)  Any pre-conditioned triggers you ignite Take your hat off Pull up your pants

16.  Unresolved issues  Class to class  Hallway to class  Day to day  Hour to hour  More physical signs  Can allow for intervention

17.  Relative to you  Class structure (no time to deescalate)  You are the enemy at the moment  Setting you up to engage them  Non-Relative  Safe or predictable environment  Predictable responses based upon school policy etc.

19.  Body language  Past experience with student  Time of day  Medication  Sleep/Nutrition

20.  Finding the right process for each student  You may have to go outside of your comfort zone  Can be difficult and time consuming  (Remember they are waiting for you to give up!)

21.  It is the foundation for change  Takes an effort  You will struggle with classroom vs. student  Always positive

22.  Try to avoid emotional responses  It will give you away and limits/reduces trust  Negative responses are expected and reinforce their doubts and trust issues  It solidifies their ideological beliefs about authority/teachers  You cant take it back and damage can be permanent

23.  Positive or neutral in nature  Begins the positive relationship process  Allows you to dictate your relationship, not have it pre-determined  Well thought out  Know your environment and audience  One step back, may be two steps forward  Maintain classroom integrity

24.  One to one whenever possible  Proximity  Follow through and being consistent  Even if its negative or corrective in nature, does show you care enough to always be there in their life. All depends on how you present it  Unsolicited deposits

25.  “Remember we are trying to bring about a change in behavior, this is a long process and it requires patience and a willingness to succeed when others have failed”  “With difficult students you will always have an opportunity to discipline them, you may not have more than one or two opportunities to build a relationship with them”  Thanks for your time today!