The document discusses creating safe and orderly school environments. It notes that boys are more at risk for various issues like violence and dropping out of school. President Bush's initiatives aimed to help at-risk youth but did not fully address peer conflicts in schools. While legislation can help, schools, students, parents, and communities must also work to combat school violence. Effective principals promote clear behavioral standards, empathetic listening, and a sense of student responsibility to establish safe learning environments.

1. A Multimedia Presentation

2. CHANGING PERSPECTIVES
AND OFFERING

4. Safe and Orderly School
Environment, Faces of Violence

5. 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)

6. What Statistics Say?

7. Males are more Prone to Violence

8. Males Are More Likely Victims

9. Students Threatened or Injured with a Weapon at School

10. 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)

11. Percentage of Students Who Feel Afraid at School or on the Way to School,
By Ethnicity

12. 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)

13. Rates of Bullying and other School Discipline Problems

14. 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.

15. 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.

16. 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

17. 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?

18. 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

19. 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.

20. 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

21. 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.

22. 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

23. 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

24. 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)

25. 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?

26. 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)

27. 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)

28. Procedures Educators/Administrators
Can Do
 Observation by recognizing early warning
signs,
 Listening and Clarifying,
 Intervening,
 Take Appropriate Action,
 Develop a Model,
 Assessment Referral Procedures

29. Empathetic Listening For Conflict
Resolution
 Builds trusting, loving, and caring environments
 Helps resolve problems before chance to take root
 Helps curb disciplinary problems

30. 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

31. 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

32. 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

33. 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.

34. 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

35. 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

36. 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)

37. 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

38. Locations of Schools Shooting in the U. S.

39. Safe and Orderly Schools:
A Collage of Nonviolence

40. Safe And Orderly School Environment
THE
END

41. 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
http://www2.ed.gov/legislation/GOALS2000/TheAct/sec102.html

42. References
Sources: Cited in Tables in Indicators of School Crime and Safety: 2009; National
Center for Education Statistics, U.S. Department of Education (http://nces.ed.gov/)
. 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
http://youthviolence.edschool.virginia.edu/violence-in-schools/national-
statistics.html
Youth Violence Project Homepage. (n.d.). Retrieved, February 2, 2011, from
http://youthviolence.edschool.virginia.edu/violence-in-schools/national-
statistics.html