Transcript Slide 1

School Climate and Discipline Program
If you have any questions please contact meInformation:
Robin F. Case, Education Associate
School Climate and Discipline Program Manager
Delaware Department of Education
302-857-3320
Fax: 739-1780
John W. Collette Education Resource Center
35 Commerce Way
Dover, DE 19904
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Delaware Code Title 14 § 4123A
School Bullying Prevention and Criminal Youth Gang
Detection Training
WHY???
• (a) Each school district and charter school shall ensure
that its public school employees receive combined
training each year totaling one (1) hour in the
identification and reporting of criminal youth gang activity
pursuant to § 617, Title 11 of the Delaware Code and
bullying prevention pursuant to § 4112D, Title 14 of the
Delaware Code. The training materials shall be prepared
by the Department of Justice and the Department of
Education in collaboration with law enforcement agencies,
the Delaware State Education Association, the Delaware
School Boards Association and the Delaware Association
of School Administrators.
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Delaware Code Title 11 § 617
Criminal Youth Gangs
(a) Definitions.
The following words, terms and phrases,
when used in this chapter, shall have their
meaning ascribed to them except where
the context clearly indicates a different
meaning.
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Delaware Code Title 11 § 617
Criminal Youth Gangs
(a) Definitions.
(1) "Criminal youth gang" shall mean a
group of 3 or more persons with a gang
name or other identifier which either
promotes, sponsors, assists in,
participates in or requires as a condition
of membership submission to group
initiation that results in any felony or any
class A misdemeanor set forth in this title
or Title 16.
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Delaware Code Title 11 § 617
Criminal Youth Gangs
(a) Definitions.
(2) "Identifier" shall mean common
identifying signs, symbols, tattoos,
markings, graffiti, or attire or other
distinguishing characteristics or indicia of
gang membership.
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Delaware Code Title 11 § 617
Criminal Youth Gangs
(a) Definitions.
(3) "Student" shall mean any person
enrolled in a school grades preschool
through 12.
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Delaware Code Title 11 § 617
Criminal Youth Gangs
(b) Recruitment or retention of juveniles or
students for a criminal street gang or criminal
youth gang; penalties. –
(1) Any person who solicits, invites, recruits,
encourages or otherwise causes or attempts to
cause a juvenile or student to participate in or
be come a member of a criminal street gang as
defined in § 616(a) of this title or criminal youth
gang is guilty of a class G felony.
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Delaware Code Title 11 § 617
Criminal Youth Gangs
(2) Any person who,
a. In order to encourage a juvenile or student to:
1. Join a criminal youth gang or criminal street
gang,
2. Remain as a participant in or a member of a
criminal youth gang or criminal street gang, or
3. Submit to a demand by a criminal youth gang or
criminal street gang to commit a crime; or
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Delaware Code Title 11 § 617
Criminal Youth Gangs
b. In order to prevent a juvenile or student from
withdrawing or attempting to withdraw from a
criminal youth gang or criminal street gang
threatens to commit any crime likely to result in
death or in physical injury to the juvenile, the
juvenile's property, a member of that juvenile's
family or household, or their property; or
commits a crime which results in physical injury
or death to the juvenile, the juvenile's property,
a member of that juvenile's family or household,
or their property
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Delaware Code Title 11 § 617
Criminal Youth Gangs
shall be guilty of a class F felony and shall
constitute a separate and distinct offense. If
the acts or activities violating this section
also violate another provision of law, a prosecution
under this section shall not prohibit or bar any
prosecution or proceeding under such other
provision or the imposition of any penalties
provided for thereby. (75 Del. Laws, c. 421, § 1; 70
Del. Laws, c. 186, § 1.)
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Regional Organized Crime
Information Center
545 Marriott Dr., Suite 850, Nashville, TN 37214
Special Research Report
By ROCIC Publications Specialist Elise Berry
©2008 ROCIC
1-800-238-7985 • www.rocic.com
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Regional Organized Crime Information Center
Special Research Report • School Administrators’ Guide to Gang
Prevention & Intervention
• Safety of students and faculty on school
campuses is a problem that
administrators and law enforcement
need to work together to solve. Gangs
and gang members on school grounds
are a serious threat to that safety. Many
schools are not even aware that they
have a gang problem. This is an issue
that needs to be addressed before it
becomes an epidemic.
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Regional Organized Crime Information Center
Special Research Report • School Administrators’ Guide to
Gang Prevention & Intervention
• For schools with known gang activity,
more students report knowing a student
who brought a gun or drugs onto
campus. Other problems that accompany
gangs on campus include high rates of
truancies, suspensions, and expulsions,
and also high costs of vandalism and
graffiti.
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Regional Organized Crime Information Center
Special Research Report • School Administrators’ Guide to
Gang Prevention & Intervention
• Schools and communities have several
options of how to deal with a
neighborhood gang problem. The
approach should be tailored to meet the
specific needs and problems of the
community. Gangs vary drastically from
location to location, so a solution in L.A.
might not be applicable in Knoxville.
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Recognizing challenges to administration
in schools
• Schools face many problems when it
comes to identifying and preventing gang
involvement. These include lack of staff
training, lack of resources, staff turnover,
maximizing instructional time, parental
involvement and consistency.
• Certain circumstances in both the home
and at school can also affect how a child
behaves.
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Characteristic parental behavior of an
anti-social, at-risk youth:
•
•
•
•
•
• low monitoring of behavior
rely on coercive behavior management
procedures
• inconsistent in rule setting
• ineffective communication
poor problem-solving skills
reject and/or uninvolved with child
harsh, inconsistent punishment
personal problems that interfere with effective
parenting
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Factors within schools that can cause
anti-social behavior:
• overuse of punishment
• punishing effect of difficult
instructional material
• poorly articulated rules
• little/no acknowledgment of appropriate
behavior
• little individualization in teaching social behavior
• misuse of behavior management procedures
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Gang identifiers within schools
• Gangs have evolved over the past
several decades as technology and law
enforcement tactics have become more
advanced. They have begun to migrate
to places that are not prepared for their
type of violence and crime.
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Gang identifiers within schools
• Large towns have units specifically
dedicated to stopping gang violence and
knowing how they are organized. Smaller
towns do not have this advantage and
are not prepared to handle them when
they invade. Often, small communities
are not even aware that they have a
gang problem.
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Gang identifiers within schools
• There are numerous ways to recognize
when a gang has arrived into a
community. Each gang has its own
identifiers, which can be local, national,
international, or a combination of several.
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Gang identifiers within schools
• Identifiers can include graffiti, focus on a certain
color in clothing, hand signs, increase in drug
and gun crimes. Warning signs of gang violence
between competing gangs include verbal
challenges, groups squaring off, flashing gang
colors and hand signals, and show-bys (scaring
rival gang members by driving around with guns
visible). Multiple identifiers are needed to
confirm gang activity.
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Gang identifiers within schools
• There are also several ways to identify a
child who has recently been initiated into
a gang. Initiations are commonly carried
out at school in bathrooms, playgrounds,
and other unsupervised areas. Look for
unexplained injuries, bruises, or marks
on their body. A student suddenly
wearing only one color or expensive
jewelry or clothing can also be an
indicator.
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Forming a team approach to
prevention and intervention
• About 50 percent of all behavior
problems in schools are associated with
three to five percent of students. Teambased approaches aim to target these
students. There are two types of teambased approaches that are effective in
dealing with at-risk and behavior problem
children—the Behavior Support Team
(BST) and the Student Intervention Team
(SIT).
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Forming a team approach to
prevention and intervention
• The BST designs a comprehensive
approach whose focus is primarily on
prevention. It should address schoolwide discipline problems through
conducting surveys and data analyses.
• Behavior Support Team (BST)
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Forming a team approach to
prevention and intervention
• The SIT designs an approach that
targets youth at risk for severe behavior
problems, focusing on those with
academic and social problems.
• Student Intervention Team (SIT)
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Forming a team approach to
prevention and intervention
• Having a BST is a benefit because it is
impossible for one staff member to
develop, implement, and maintain a
school-wide discipline program. Also,
having several members produces varied
perspectives on the problem and support
of each other and the program.
• Behavior Support Team (BST)
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Forming a team approach to
prevention and intervention
• Potential members of a BST are parents,
teachers, school resource officers and local law
enforcement, school administrators who deal
with punishment, and school counselors. The
members of the team should be based on who
will be served. Teams work best when there is
open communication between members, goal
setting, teaching within natural environments,
use of family strengths, monitoring of progress,
and family involvement beyond meetings.
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Forming a team approach to
prevention and intervention
• Goal setting as a team should include a
shared vision for the child and a belief
that goals can and will be accomplished.
Goals are written in such a way that skills
can be taught within daily activities and
routines in natural environments. This
will not only allow for generalization of
skills but also increased opportunities for
teaching.
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Forming a team approach to
prevention and intervention
• The SIT has several responsibilities that
are different from a BST. The BST is
focused on a specific child. The SIT is
the team that identifies at risk-youth and
implements programs, including a BST
for them.
• Student Intervention Team (SIT)
• Behavior Support Team (BST)
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Forming a team approach to
prevention and intervention
• Responsibilities of a SIT include
designing and implementing intensive
and early intervention programs,
conducting proactive, regular student
screening and identification in the early
grades to help early detection of
antisocial behavior.
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Forming a team approach to
prevention and intervention
• They also build proactive support plans,
collect and interpret behavioral data, and
establish and implement crisis
intervention strategies. A SIT should train
and provide support for involved staff
and parents, evaluate progress and
success of programs, and ensure
continued support from every team
member.
• Student Intervention Team (SIT)
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Establishing rules for behavior and
standards
• Rules should be established at the
beginning of the school year, reinforced
consistently for both following and
violating them, and reviewed and revised
throughout the year. When students are
involved in the development of the rules
they are more likely to remember and
follow them. The rules should be stated
positively and clearly.
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Example of Classroom Rules:
• Keep your hands, feet, and objects to yourself.
• Listen carefully to all instructions.
• Use appropriate language and treat others with
respect.
• Raise your hand and wait to be called on before
speaking.
• Bring proper books, pencils, and other needed
materials to class.
• Food, drinks, gum, and hats are only allowed
outside the classroom.
• Be in your seat when the bell rings.
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Teaching social skills
• Research shows that pro-social skills
strongly predict academic achievement.
Some social skills that are needed for
successful academic performance are
paying attention, persistence on task,
compliance with requests and directions,
and setting goals. Social skills deficits
are a main cause of both academic and
behavioral problems and cause
antisocial youths to join gangs.
34
Teaching social skills
• When a student uses aggression to
escape from teasing or disagreements
with other students, teach them to leave
the situation, negotiate with the peer, and
to ask for help from a teacher or adult
when appropriate.
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Teaching social skills
• When a student becomes aggressive to gain
peer attention or recognition, teach more
effective methods such as sharing, assisting
others, inviting others to participate, taking
turns, asking permission, complimenting others,
negotiating, and self-control.
• Social skills need to be consistently modeled,
role-played and reinforced by every member of
both BST and SIT teams.
36
Working with parents
• For a child to be successful in school,
their family needs to provide a sense of
belonging, usefulness, security and
protection, and competence.
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Working with parents
• Recent surveys show that around seven
percent of teens say they belong to
gangs, 20 percent of all teens know
someone killed or injured by gang
members, and as many as 70 percent of
teens killed by guns are gang members.
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Working with parents
• Research indicates that parents play a
crucial role in keeping kids out of gangs.
Negative behavior within the family can
increase the likely-hood that a child will
join a gang.
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Working with parents
• Vehicles that can help parents
understand the severity of the situation
are school and community forums,
newsletters, letters from the police chief
or school resource officers, open houses
at schools and community centers, and
home visits.
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Positive actions that parents can take:
•
•
•
•
monitoring activities
real conversations about tough subjects
know their friends
allow them to speak openly without fear
of reprisal
• teach and demonstrate model behavior
• deal with misbehavior quickly and
consistently
• offer love and security
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Positive actions that parents can take:
•
•
•
•
•
•
•
•
adjust responses depending on the situation
do not condemn their opinions
emphasize responsibility rather than obedience
listen carefully
have one-on-one time with them
explain consequences
set limits with expectations
get them involved with sports or organized
activities
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Behaviors associated with a child joining a
gang:
•
•
•
•
withdrawing from family
declining school performance or behavior
staying out late without a reason
sudden negative opinions about law
enforcement officers or adults in
positions of authority
• unusual interest in a color or certain
clothes
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Behaviors associated with a child joining a
gang:
• interest in gang-influenced music,
videos, or movies
• hand signals
• drawings of symbols on school books or
clothing
• drastic changes in hair or dress
• different friends or with-drawl from
longtime friends
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Behaviors associated with a child joining a
gang:
•
•
•
•
suspected drug use
interest in guns
unexplained wounds or bruises
unexplained money or jewelry
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Talking with Families about Problem
Behavior
• Do:
Begin the discussion by expressing
concern about the child.
• Don’t:
Begin the discussion by indicating that the
child’s behavior is not tolerable.
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Talking with Families about Problem
Behavior
• Do:
Let the parent know that your goal is to
help the child.
• Don’t:
Indicate that the child must be punished or
“dealt with” by the parent.
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Talking with Families about Problem
Behavior
• Do:
Ask the parent if he or she has
experienced similar situations and are
concerned.
• Don’t:
Ask the parent if something has happened
at home to cause the behavior.
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Talking with Families about Problem
Behavior
• Do:
Tell the parent that you want to work with
the family to help the child develop
appropriate behavior and social skills.
• Don’t:
Indicate that the parent should take action
to resolve the problem at home.
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Talking with Families about Problem
Behavior
• Do:
Tell the parent about what is happening in
the classroom, but only after the parent
understands you are concerned about the
child, not blaming the family.
• Don’t:
Initiate the conversation by listing the child’s
problem behavior. Discussions about problem behavior
should be framed as “the child is having a difficult time,”
rather than losing control.
50
Talking with Families about Problem
Behavior
• Do:
Emphasize that your focus will be to help
the child develop the skills needed to be
successful in the classroom.
• Don’t:
Leave it up to the parent to manage
problems at home; Develop a plan without inviting
family participation.
51
Talking with Families about Problem
Behavior
• Do:
Stress that if you can work together, you
are more likely to be successful in helping
the child learn new skills.
• Don’t:
Let the parent believe that the child needs
more discipline. (The child needs instruction and
support.)
52
Talking with Families about Problem
Behavior
• Don’t:
Minimize the importance of helping the
family understand and implement positive
behavior support.
53
Youth gang prevention and
intervention programs
• These are programs that have been
successfully implemented throughout the
country.
• Contact information and more resources for
these and other programs can be found at the
following websites:
www.iir.com/nygc/tool -Under Planning & Implementation
http://helpingamericasyouth.gov -Under Community Guide
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Gang Resistance Education and
Training (G.R.E.A.T.)
• This program is a school-based gang
prevention curriculum for girls and boys that is
taught in entire classrooms of mainly middle
school students by law enforcement officers in a
13-week course. In addition to educating
students about the dangers of gang
involvement, the lesson content places
considerable emphasis on cognitive-behavioral
training, social skills development, refusal skills
training, and conflict resolution. The curriculum
aims to reduce risk factors and increase
protective factors.
55
Boys & Girls Clubs’ Gang Prevention
Through Targeted Outreach
• The overall philosophy of the program is
to give at-risk youths, ages 6 to 18, what
they seek through gang membership
(supportive adults, challenging activities,
and a place to belong) in an alternative,
socially positive format.
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Gang Resistance is Paramount
• This program’s objectives are to educate
students about the dangers of gangs,
discourage the city’s youth from joining
gangs, educate the students’ parents
about the signs of gang involvement, and
provide parents with the resources that
will help them eliminate gang activities in
their homes and neighborhoods.
57
Movimiento Ascendencia
(Upward Movement)
• This program was established to provide girls
with positive alternatives to substance use and
gang involvement. Outreach workers recruited
females ages 8 to 19 to the program. The
program, which serves both at-risk and ganginvolved youth, has workers who are trained in
conflict mediation and resolution skills, signs
and symptoms of drug and alcohol abuse, and
providing information on sexuality, pregnancy,
and sexually transmitted diseases. Activities are
designed around three main components:
cultural awareness, mediation or conflict
resolution, and self-esteem or social support.
58
Multidisciplinary Team Home Run
Program
• A wraparound or case management program that is
designed to holistically diagnose a juvenile’s problems
and then provide intensive treatment for the juvenile and
his or her family. The philosophical underpinning of the
program is that information sharing and joint service
planning among a coordinated team of professionals from
social services, mental health, public health, probation,
and the community would serve youths better than any of
these agencies individually. The treatment planning
process incorporates not only the specific client needs but
also family, school, and other relevant aspects of the
youth’s life.
59
Broader Urban Involvement and
Leadership Development Detention
Program (BUILD)
• This program combines several popular
gang prevention strategies in an attempt
to curb gang violence in some of the
city’s most depressed and crime-ridden
neighborhoods. Founded on the principle
that youths join gangs because they lack
other, more constructive opportunities
and outlets, BUILD tries to “reach out to
young people and provide alternatives to
increasing violence.”
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DARE To Be You
• Decision-making, reasoning skills, and problemsolving
• Assertive communication and social skills
• Responsibility (internal locus of
control/attributions) and role models
• Esteem, efficacy, and empathy
• This program combines three supporting
aspects—educational activities for children,
strategies for the parents or teachers, and
environmental structures—to enable program
participants to learn and practice the desired
skills.
61
Aggression Replacement Training
(ART)
• ART is a multimodal psycho-educational
intervention designed to alter the
behavior of chronically aggressive
adolescents and young children. The
goal of ART is to improve social skill
competence, anger control, and moral
reasoning. The program incorporates
three specific interventions: skillstreaming, anger-control training, and
training in moral reasoning.
62
Training programsProject Safe Neighborhoods
America’s Network Against Gun Violence
• Project Safe Neighborhoods is a nationwide
commitment to reduce gun crime in America
by networking existing local programs that
target gun crime and providing these
programs with additional tools necessary to
be successful. The Bush Administration
committed over $1.5 billion to this effort
since PSN’s inception in 2001.
63
Project Safe Neighborhoods
America’s Network Against Gun Violence
• This funding is being used to hire new
federal and state prosecutors, support
investigators, provide training, distribute
gun lock safety kits, deter juvenile gun
crime, and develop and promote
community outreach efforts as well as to
support other gun violence reduction
strategies.
• More information on PSN can be found at:
www.psn.gov
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Student Intervention Team (SIT) Planning Form
Student Intervention Team (SIT) Planning Form
Child: __________________________
Date:___________________
Team Members:______________________________________________
Problem
Action to be taken
Responsible Team
Member
Completion Date
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Contextual Factors Worksheet
Correcting contextual factors that lead to
antisocial behavior and gang membership
in youths
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Contextual Factors Worksheet
Any of the items in the 11 areas that occur
should be addressed by both the Behavior
Support Team (BST) and Student
Intervention Team (SIT). If a number of
areas are identified that need to be
addressed, prioritize them and begin
working on the most important ones,
gradually adding the rest.
67
Contextual Factors Worksheet
1. Overuse of Punishment
Never
Rarely
Sometimes
Most Always
Always
a. The emphasis by teachers and
administrators is on teaching
students how to behave rather than
on punishment for misbehavior.
b. Teacher approval statements outnumber disapproval statements
made to students, including at-risk
students.
c. Penalties are appropriate to the
offense (not humiliating or
disproportionate to the offense).
d. School personnel spend more time on
implementing reinforcing and
preventive measures than on
punitive measures.
e. There is reliance on prevention and
positive interventions rather than on
security arrangements (guards,
metal detectors, locked doors, etc.).
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Contextual Factors Worksheet
2. Giving Up on Students
Never
Rarely
Sometimes
Most Always
Always
a. The school has a low rate of
suspensions and/or expulsions.
b. Problem students are valued (and not
given up on) by the majority of their
teachers.
c. Solutions to the problem are actively
sought for students, rather than being
criticized by staff members in the faculty
lounge, lunch area or faculty meetings.
69
Contextual Factors Worksheet
3. Not Valuing Individual Differences
Never
Rarely
Sometimes
Most Always
Always
a. All students are disciplined and
reinforced consistently regardless of
gender, race, ethnicity, or sexual
orientation.
b. Individual behavior interventions are
based on the behavior’s purpose or
function rather than being reactive.
c. “Different” students are included rather
than being isolated or bullied by peers.
d. Ethnic/racial and sexual preference
slurs are avoided by students.
70
Contextual Factors Worksheet
4. Poor Organization
Classroom/School
Never
Rarely
Sometimes
Most
Always
Always
a. Teachers are well organized so that
there is no “down time” for students.
b. Needed materials are easily
accessible for class activities.
c. Our school is organized to
constructively address behavior
problems.
d. Positive behavior management
programs are in place for the school
grounds, lavatories, lunch area, halls,
and bus.
71
Contextual Factors Worksheet
5. Unclear Rules for Student
Deportment
Never
Rarely
Sometimes
Most
Always
Always
a. Students are involved in the
development of the rules.
b. Rules are simple and short.
c. Rules are stated positively to help
teach students how to behave.
d. Conflicts between school policies
and classroom rules are avoided.
e. Students are taught (not just
informed of) the rules.
72
Contextual Factors Worksheet
5. Unclear Rules for Student
Deportment
Never
Rarely
Sometimes
Most
Always
Always
f. Students are reinforced for following
the rules.
g. Parents are informed of the rules
and their help and support are
solicited.
h. The rules are periodically reviewed
and revised as necessary.
i. There are clear expectations
between administrators and teachers.
(Each know which behaviors are to be
handled by teachers and which
infractions should be sent to the
office.)
73
Contextual Factors Worksheet
6. Lack of Staff and Parent Support
Never
Rarely
Sometimes
Most
Always
Always
a. Instructional materials to meet
individual student differences are
provided when a teacher requests
them.
b. Action is taken promptly by school
authorities, or members of the SIT or
BST, when a teacher makes a
discipline referral.
c. Good teaching is recognized and
appreciated by the administration.
d. Teachers confer with and assist one
another regarding disciplinary issues.
74
Contextual Factors Worksheet
7. Academic Failure
Never
Rarely
Sometimes
Most
Always
Always
a. Accommodations are made for
learners’ diverse characteristics.
b. Instructional and curriculum
materials are appropriate for each
student’s functional level.
c. Instruction is designed to produce
frequent success for each student.
d. Teachers assume the responsibility
for teaching without relying on out-ofschool resources, such as outside
tutoring/homework assistance.
e. Accommodations are made for
students who get no assistance at
home with their homework.
75
Contextual Factors Worksheet
8. Lack of Social Skills Training
Never
Rarely
Sometimes
Most
Always
Always
a. There is a system that identifies
youngsters who need social skills
training.
b. There are trained staff members
who provide social skills training.
76
Contextual Factors Worksheet
9. Lack of Positive Consequences
for Students
Never
Rarely
Sometimes
Most
Always
Always
a. Students are positively recognized
for exceptional behavior or
accomplishments in classrooms and
school wide.
b. Students receive positive
recognition for appropriate/expected
behavior in the classroom and school
wide (e.g., attending to work, following
rules, keeping campus clean).
c. Students are positively recognized
for improved behavior or
accomplishments in classrooms and
school wide.
77
Contextual Factors Worksheet
10. Lack of Parent and Staff
Training in Intervention Strategies
Never
Rarely
Sometimes
Most
Always
Always
a. In-services are provided to staff,
including new teachers and
substitutes, on effective use of
behavior management strategies.
b. The administration and BST/SIT
provide recognition for implementing
the intervention strategies. (Training
must be followed up with on-the-job
support and feedback.)
c. Parenting workshops are offered
that teach effective behavior
management strategies.
78
Contextual Factors Worksheet
11. Lack of Student Involvement
Never
Rarely
Sometimes
Most
Always
Always
a. After-school programs are provided.
b. Sufficient number of students
involved in after-school programs.
c. Action is being taken to promote
more after-school programs and
involvement.
79
Sources of Information
• Center for Evidence-Based Practice:
Young Children with Challenging
Behavior (CEBP). Collaborative Action
Planning Form.
• Center for Evidence-Based Practice:
Young Children with Challenging
Behavior (CEBP). Talking with Families
about Problem Behavior: Do’s and
Don’ts.
80
Sources of Information
• Howell, James. (2008, February 5). Why
Youth Join Gangs. Presentation at
Project Safe Neighborhoods Anti-Gang
Training in Nashville, TN.
• Howell, James. (2008, February 6).
Gang Prevention and Intervention
Strategies. Presentation at Project Safe
Neighborhoods Anti-Gang Training in
Nashville, TN.
81
Sources of Information
• Jones, Darryl and Sczuroski, Charles.
(2008, February 6). Working with
Parents. Presentation at Project Safe
Neighborhoods Anti-Gang Training in
Nashville, TN.
• Ybarra, Bill. (2008, February 7). Gangs in
Schools. Presentation at Project Safe
Neighborhoods Anti-Gang Training in
Nashville, TN.
82
Regional Organized Crime
Information Center
ROCIC has been serving its criminal justice members since 1973,
and served as the prototype for the modern RISS (Regional
Information Sharing Systems) Centers.
ROCIC serves more than 180,000 sworn personnel in over 1,800
criminal justice agencies located in 14 southeastern and
southwestern states, Puerto Rico, and the U.S. Virgin Islands.
ROCIC provides a variety of services, free of charge, to its criminal
justice member agencies:
• Centralized law enforcement databases with connectivity among
law enforcement agencies and the RISS Centers using the
RISS Nationwide Intelligence Network.
• Analytical processing of criminal intelligence, including phone
tolls and document sorts
• Loaning of specialized, high-tech surveillance equipment and
vehicles
• Publications, including criminal intelligence bulletin
• Specialized training and membership & information exchange
• Use of investigative funds
• On-site personal assistance by law enforcement coordinators
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© 2008 ROCIC • This publication was supported by Grant No.
2005-RS-CX-0002, awarded by the Bureau of Justice
Assistance, Office of Justice Programs, U.S. Department of
Justice. The Office of Justice Programs also coordinates the
activities of the Bureau of Justice Statistics, the National
Institute of Justice, the Office of Juvenile Justice and
Delinquency, and the Office for Victims of Crime. This document
was prepared under the leadership, guidance and funding of the
Bureau of Justice Assistance (BJA), Office of Justice Programs,
U.S. Department of Justice in collaboration with the Regional
Organized Crime Information Center (ROCIC). The opinions,
findings, and conclusions or recommendations expressed in this
document are those of the authors and do not necessarily
represent the official position or policies of the U.S. Department
of Justice. Regional Organized Crime Information Center and
ROCIC are protected by copyright laws.
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