A positive model for restorative discipline

If you would like a more effective way to deal with discipline issues than “old school” punishment, this book is for you. The authors provide a research-based and field-tested model that gives school leaders more productive alternatives to reprimands, exclusion, and out-of-school suspension. This positive program helps improve behavior and keep students in school. This guide's model covers school-wide prevention, restoration, and intervention needs for students with emotional, behavioral, and conduct disorders (such as bullying) as well as developmental disabilities and autism. Key topics include: The latest research on the effectiveness of restorative discipline; How to implement a comprehensive, school-wide discipline plan; Ways to support and sustain the plan with teacher teams; Networking with community services such as child protection, child welfare, juvenile justice, and mental health professionals

This program has high social validity and utility for actual school and classroom settings. In addition to content learning, students need to learn appropriate behavior and social skills to succeed in school and in life. This book offers a solid, proven, and humane program that benefits students and keeps the focus where it should be—on learning.

Schoolwide Behavior Expectations

Schoolwide behavior expectations

This chapter addresses the first tasks confronting school leaders: specifying and communicating behavior expectations for the school community. Nearly every school will have a set of rules or guidelines that encompass expectations for students, but some guidelines will be more meaningful and interpretable than others. You can test how well the current rules and guidelines at your school are working by answering the following question: Can typical students at any grade level in your school state the rules for how to behave in the hallway, restroom, etc.?

Later in the guide, we present a framework for translating “behavior expectations for the school community” into observable behaviors, restorative practices when things have gone wrong, and consequences that will be enforced at school ...

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