Full Description
The foundation for a safe school rests on the creation of a healthy school climate, a caring community where students feel safe and relationships facilitate prosocial growth as well as academic learning. A balance of structure and support is essential, and requires an organized, schoolwide approach that is practiced by all school personnel. Codes of student conduct that rest on core ethical values rather than just rules and punishment are a start. Recognizing that teachers are moral educators and schools model expectations for citizenship undergirds the prosocial school.
From PBIS and restorative justice to mindfulness and the importance of play, from academic integrity to peer group support, we examine the science and evidence-informed programs that support a prosocial approach to school discipline. Eight schools from across the country that have struggled and learned to be beacons of prosocial school approaches are highlighted through summaries and links to their stories. Proactive responses to the U.S. Department of Education's Guiding Principles on School Discipline are provided by education law experts from the National School Climate Center and the New Jersey Principal's and Supervisor's Association.
Contents
Foreword
Preface
Acknowledgments
Introduction
Chapter 1: School Discipline: A Prosocial Perspective
Philip M. Brown
Chapter 2: Developing and Revising a Code of Student Conduct to Support Your School Mission and Improve Your School Climate
Philip M. Brown
Chapter 3: Systemic Approaches
The Achieving with Integrity Project: Positive Approaches to Dealing with Academic Dishonesty
Jason M. Stephens and David B. Wangaard
Restorative Justice and Restorative Practices
Philip M. Brown with John Bailie
The Virginia Student Threat Assessment Program
Philip M. Brown
Positive Behavior Interventions and Supports: A Multi-Tiered Behavior Intervention Framework
Sharon Lohrmann
Chapter 4: Curriculum and Instructional Approaches
The Second Step Program
Philip M. Brown with Second Step Staff
The Learning to Breathe Program
Patricia Broderick
Chapter 5: Programmatic Approaches
The Caring School Community Program
Peter Brunn
The Playworks Program
Jill Vialet
The Responsive Classroom® Program
Mary Beth Forton
The Ripple Effects Program
Alice Ray
Chapter 6: Targeted Approaches
The Peer Group Connection Program
Sherry Barr
Alternative Education Programs
Robert Eichorn
Chapter 7: School Profiles: Different Approaches to Establishing Prosocial Discipline
Philip M. Brown with Eight School Leaders
Chapter 8:The U.S. Department of Education's Guiding Principles on School Discipline
Jessica Savage
The Impact of the U.S. Department of Education Discipline Guidelines:
Understanding, Liability, and Responsible Action
David Nash
References
