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  1. 1. A Multimedia Presentation
  3. 3. Safe and Orderly School Environment, Faces of Violence
  4. 4. Schools Can’t Do The Job Alone; Everybody must Get Involved! In his (2005) State of The Union address, President G.W. Bush emphasized, “Statistics show that boys are at greater risk than girls for learning disabilities, dropping out of school, violence, juvenile arrest, and early death caused by violent behavior. Boys often begin to fall behind girls in elementary school, which leads to higher dropout rates and juvenile delinquency, and they often show signs of behavioral problems early in life. As boys grow older, risk behaviors such as alcohol and drug abuse become more prevalent, and gang involvement increases (Archived Information: Sec. 102. National Education Goals)
  5. 5. What Statistics Say?
  6. 6. Males are more Prone to Violence
  7. 7. Males Are More Likely Victims
  8. 8. Students Threatened or Injured with a Weapon at School
  9. 9. Students Threatened or Injured with a Weapon at School The overall percentage of students who report being threatened or injured with a weapon at school has remained relatively stable since 1993. Boys experience almost twice as many incidents as girls. Youth Violence Project (2011)
  10. 10. Percentage of Students Who Feel Afraid at School or on the Way to School, By Ethnicity
  11. 11. Fear l In general, ethnic minority students report more fear at school. However, reports of feeling afraid have declined in all groups Youth Violence Project (2011)
  12. 12. Rates of Bullying and other School Discipline Problems
  13. 13. Rates of Bullying and other School Discipline Problems Student bullying is one of the most frequently reported discipline problems at school: 21% of elementary schools, 43% of middle schools, and 22% of high schools reported problems with bullying in 2005-06. This data was provided by the principal or the person most knowledgeable of crime in the school.
  14. 14. The Bush Initiative The Focus on Young Americans Initiative included support for programs that would help youth overcome specific risk of gang influence and involvement. Bush proposed a three-year, $150-million initiative, that was supposed to help youth at risk of gang influence and involvement.
  15. 15. School Safety and Orderliness: The Most Fundamental Element of Effectiveness President Bush’s initiative declared, “By the year 2000, every school in the United States would be free of drugs, violence, and the unauthorized presence of firearms and alcohol and would offer a disciplined environment conducive to learning.” However, that has not happened from then to now -- 2011. Archived Information: Sec. 102. National Education Goals
  16. 16. The National Initiative: Can Safety Be Legislated? In 2005, President Bush announced his new outreach effort, led by Mrs. Laura Bush, that was to focus on young Americans, especially young men, to help ensure a successful future. What happened?
  17. 17. What Happened? The Initiative Through grants to faith-based and community organizations, those organizations were to provide positive models for youth - one that respects women and rejects violence.” The initiatives have not been effective at stopping or preventing peer to-peer conflicts that happen in and around schools
  18. 18. The National Initiative: Can Safety Be Legislated? During George Bush’s presidency, he and Mrs. Bush were purportedly committed to highlighting the importance of focusing on at-risk youth, especially boys; however, 911 and the “War on Terrorism” averted attention and prevented finding a panacea for this national problem.
  19. 19. Legislation Alone Has Not Shown Enough Protection Against Conflict & Violence Legislation for “Safe and Orderly Environments Conducive to Learning” has not eliminated the vital role schools, students, parents, and communities serve in combating violence in our schools
  20. 20. Community & Faith Based Organizations Have not been effective environments: How many gang members go to community centers except to recruit and increase their numbers? Legislation is effective; however, audience and environmental factors should meet common sense practicalities for implementation that would apply treatment to appropriate targeted audience.
  21. 21. Cotton’s Number One Idea of Safe and Orderly School Environments Effective Principals demonstrate the following practices in things they do:  Promote and open door policy and open lines of communications with deep empathic listening  Exhibit personal warmth and accessibility  Ensure broad-based agreement of standards for student behavior  Communicate high behavioral standards to students
  22. 22. Safe And Orderly Environment: What We See Excellent Principals Do In School  Infrequent use of actual punishments  Focus is on embedding an understanding appropriate rules of conduct  Fair, equal, and loving disciplinary actions for both adults and children fixed into the school’s culture  Foster a sense of student responsibility for appropriate behavior  Create the environment where students’ want to behave well  Implement various approaches for helping students learn to behave responsibly
  23. 23. Empathetic Listening For Discipline Used by Effective Principals How many times have you heard a child/student say, “Nobody ever Listens to me? Involves listening, clarifying Involves keeping good order, Consistently enforcing fair, clear, and well-understood rules of conduct (Cotton, 2003)
  24. 24. Empathetic Listening for Conflict Resolution: Using the Q & A  Why did this conflict escalate? What could have been done differently?  What could have been done differently?  What can teens do to avoid violent confrontations?  Have you heard of any ideas how you can protect yourself?  What have you seen done that was successful or unsuccessful?
  25. 25. Safe and Orderly School Practices  Seek input from students about behavior policies  Consistently apply rules from day to day from student to student  Delegate disciplinary authority to teachers  Provide in-school suspension  Support for seriously disruptive students (Cotton, 2003)
  26. 26. Correlation Between Behavior & Learning According to Marzano, an unsafe, disorderly Environment has Psychological influences which:  Interferes with learning,  Affect students’ achievement levels, which in turn,  Affect schools’ AYP status (Marzano, 2003)
  27. 27. Procedures Educators/Administrators Can Do  Observation by recognizing early warning signs,  Listening and Clarifying,  Intervening,  Take Appropriate Action,  Develop a Model,  Assessment Referral Procedures
  28. 28. Empathetic Listening For Conflict Resolution  Builds trusting, loving, and caring environments  Helps resolve problems before chance to take root  Helps curb disciplinary problems
  29. 29. Empathetic Listening For Conflict Resolution Produces conducive learning conditions Sets high expectations for students’ behavior Results in high student achievement Greater learning and working conditions for all
  30. 30. Marzano: Safe and Orderly Environment Unlike Cotton, Marzano classifies “Safe and Orderly Environment” as fourth on his list of most important elements of highly effective schools. Cotton’s illustration of “Safe and Orderly” is his first element of what he considers what highly effective school should strive and concentrate attention, which addresses the authentic issues of peer-to-peer violence
  31. 31. Action Step 1 1. Establish rules and procedures for behavioral problems that might be cause by the School’s physical characteristics , school’s routines, or culture  get to know the history of the school  anticipate problems before they happen  discussions and planning, planning, planning
  32. 32. Action Step 2 2. Establish clear school-wide rules and procedures for general behavior  bullying,  verbal harassment,  drug use,  obscene language and gestures,  gang behavior  sexual harassment  repeated class disruptions  etc.
  33. 33. Action Step 3 3. Establish and enforce appropriate consequences of violations of rules and procedures  Verbal reprimands,  Disciplinary notices to parents,  Conferences,  After-school and/or Saturday detention  Out of school suspension, and  Expulsion
  34. 34. Action Step 4 4. Establish a program that teaches self- discipline and responsibility to students  Stop being reactive be proactive  Include students in the design and execution of school-wide discipline policies  this creates and fosters a sense of belonging, ownership, and responsibility
  35. 35. Action Step 5 5. Establish a system that allows for the early detection of students who have high potential for violence and extreme behaviors  Longitudinal research studies indicate a “high correlation between violent behavior in grade 8 and certain types of referrals in grade 6.” (Marzano, 2003)
  36. 36. U.S. Departments of Justice & Education Describe Profile of Violent Students Traits for violent behavior:  have one or more confidants they confide in before acting out aggressions  behave strangely  access to weapons at home  Makeup a plan for violence
  37. 37. Locations of Schools Shooting in the U. S.
  38. 38. Safe and Orderly Schools: A Collage of Nonviolence
  39. 39. Safe And Orderly School Environment THE END
  40. 40. References Cotton, K. (2003). Principals and student achievement: What the research says. Alexandra, VA: Association for Supervision and Curriculum Development. Marzano, R., (2003). What Works in Schools: Translating Research into Action: Marzano, R., Waters, T., and McNulty, B. (2005). School leadership that works: From research to results. Alexandra, VA: ASCD. National Education Goals. (n.d.). Retrieved, February 3, 2011, from
  41. 41. References Sources: Cited in Tables in Indicators of School Crime and Safety: 2009; National Center for Education Statistics, U.S. Department of Education ( . U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS) to the National Crime Victimization Survey, various years, 1995–2007. (n.d.). Retrieved February 4, 2011, from statistics.html Youth Violence Project Homepage. (n.d.). Retrieved, February 2, 2011, from statistics.html