1. Working Example: Fern Ridge Middle School (FRMS) Rural Grades 6-8 ≈ 550 Students High rates of problem behavior Request for assistance - Horner, 1999; Taylor-Greene et al., 1997

2. Status of School-wide Discipline: 1994-95 Enrollment = 530 2628 Office Discipline Referrals (ODRs) Distribution –304 (57%) at least 1 ODR –136 (26%) at least 5 ODRs –34 (6%) at least 20 ODRs –1 with 87 ODRs Students with >20 ODRs had 1376 ODRs (52%)

3. Office Discipline Referral = Three behavioral events –Student behavior –Staff response –Office response Underestimation of actual behavioral events

14. FRMS School-wide Action Plan 1. Define Expected Behavior Be respectful Be responsible Be there/be ready Follow directions Hands/feet to self - Taylor-Greene et al., 1997

15. 2. Teach Expected Behaviors in Target Contexts Provide context-specific instruction: –Hallways, classrooms, gym, cafeteria, commons, bus loading Teach: –Positive and non-examples –Practice –Precorrections

16. 3. Acknowledge Expected Behavior Give tangible rewards/acknowledgements –High 5s Provide social recognition 4. Correct/Punish Inappropriate Behavior Issue office discipline referrals, detention, verbal reprimands Restate expected behavior

17. 5. Precorrect for Expected Behavior Review expected behavior, especially before problem context 6. Arrange for Consistent Implementation Strive for “Full” faculty participation Establish efficient system of development and implementation Provide reinforcers/acknowledgements for teachers

18. 7. Provide Booster Procedures During Targeted Times of Year Vary rewards Vary class and individual rewards Include students in process 8. Provide Alternative Option for Students with Chronic Problem Behavior Do not expect school- wide effort to influence behavior of 1-7% of students