1. Building a Positive Culture Empowering Faculty and Students Lisa Milliken, Cheri Greenfield, Christopher Noll Effective Schoolwide Discipline 2008 Implementers’ Forum

2. Turner Ashby High School  Grades 9-12/Ages 14-21  Rural/Suburban School Enrollment--1129  Ethnicity:  White1014  Hispanic 92  Black 15  Asian/Pacific Islander 7  Native American 1  23% of Students on free/reduced Lunch  13% of Students receiving special education services

3.  Faculty survey/feedback  Cell phones, tardies, disrespect/disruptive behavior  Communication = consistency  Student survey/feedback  “Congratulate us for our great work.”  “Happier teachers”  Incentives for positive behaviors  “Can we have surveys about the teachers?” #1We Listened

4. #2We Looked at Data  6 Focus Behaviors  Cell phones  Dress Code  Tardy to school  Disrespect

5. #3 We Fixed What Wasn’t Working  New tardy policy  Clearly defined expectations  Movie  New discipline referral  Outlined responsibilities teacher vs. administrative

6. What was working?  Positive interactions between faculty and students

7. Benchmarks of Quality #7 Faculty feedback #27 Rewards linked to expectations #28 Rewards varied #31 Student involvement #32 Staff/faculty incentives

8. What We Did  Positive Referral  12 Days of Christmas  Karaoke Incentive  Cell Phone Poster Contest  Guitar Hero Incentive  Faculty Incentives [Pictures will be included in this slide]

9. Outcomes  Increased Positive Interactions  Data to support intervention  Faculty Surveys  Lessons learned  Need for recognition is universal.  Faculty involvement/buy-in is essential.  Top-tier (repeat offenders): exists with faculty as well as with students.