School reform, the role of safe and orderly schools in school improvement.

1. Safe and Orderly School Operation
ACHIEVEMENT-CENTERED LEADERSHIP
DEVELOPMENT PROGRAM FOR
PRACTICING AND ASPIRING PRINCIPALS
WESTERN MICHIGAN UNIVERSITY
MANAGING SAFE AND
ORDERLY SCHOOLS

2. GOALS
Goal 1: Become familiar with the components
of safe and orderly schools.
Goal 2: Understand the principal’s role in
creating and maintaining safe and
orderly schools.
Goal 3: To begin thinking about the
development and
implementation of a renewal activity
focusing on safe and orderly school issues
in your buildings.
2

3. 3
Sly sdSlkkchoolss
•What do they look
like?
•Why are orderly
schools
important?
•How do we get there?

4. WHAT DO THEY LOOK LIKE?
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•Students feel safe and free from physical harm
•Collegial relationship among staff
•There is a positive culture and climate
•High expectations on the part of staff and students
•Expectations and rules are known by all and
enforced
•Students are involved and take ownership of the
school
•Student achievement increases in orderly schools

5. WHY ARE ORDERLY SCHOOLS IMPORTANT?
5
Lezotte’s Correlates of Effective Schools
•Instructional Leadership
•Clear and Focused Mission
•Safe and Orderly Environment
•Climate of High Expectations
•Frequent Monitoring of Student Progress
•Positive Home-School Relations
•Opportunity to Learn and Time on Task

6. WHY ARE ORDERLY SCHOOLS IMPORTANT?
6
What Works in Schools – Marzano
School Level Factors
1. Guaranteed and viable curriculum
2. Challenging goals and effective feedback
3. Parent and community involvement
4. Safe and orderly environment
5. Collegiality and professionalism

7. ELEMENTS OF SAFE AND ORDERLY SCHOOLS
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•Culture
•Climate
•Safety
•Bullying
•Discipline
•Managing Personnel

8. CULTURE
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A schools culture is a complex pattern of norms,
attitudes, beliefs, behaviors, values, ceremonies,
traditions, and myths that are deeply ingrained in
the very core of the organization (Barth, 2002).
An inner reality that influences the way people
interact, what they will or will not do (Robbins &
Alvy, 2002)
The way we do things around here.

9. CULTURE (CONT)
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•Yields tremendous power over the way people
think, act and behave.
•Can be positive or toxic
-Negative values
-Fragmentation in thinking
-Wide use of I, me and my
-Not democratic

10. CULTURE (CONT)
People who feed the negative culture
Keepers of the nightmares
Saboteurs
Negaholics
Prima Donnas
Space Cadets
Martyrs
Deadwood
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11. CULTURE (CONT.)
• Principals must understand
the culture of their building
• Can be difficult to change – Why?
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12. FIVE COMPONENTS OF A POSITIVE SCHOOL
CULTURE (DEAL & PETERSON, 2002)
12
1. A shared sense of purpose and values
among staff
2. There are group norms of continuous
learning and the group reinforces the
importance of staff learning with a focus
on school improvement
3. A sense of responsibility for student
learning shared by all staff

13. FIVE COMPONENTS (CONT)
13
4. Collaborative and collegial relationships
between staff members.
5. A focus on professional development, staff
reflection, and sharing of professional practice.

14. CULTURAL NORMS AFFECTING SCHOOL
IMPROVEMENT (SAPHIER & KING, 1985)
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1. Collegiality
2. Experimentation
3. High expectations
4. Trust and confidence
5. Tangible support
6. Reaching out to the
knowledge base
7. Appreciation and recognition

15. ACTIVITY #1 – SCHOOL CULTURE
Discuss with your team the existing
culture of your building.
Identify areas that need improvement.
What are the obstacles for changing
the culture?
You have 15 minutes and then we will
report back. 15

16. SCHOOL CLIMATE
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•Related to school culture
•Compilation of all interactions by all people,
both positive and negative
•All staff, especially the principal, are
constantly
on duty promoting school climate
•Leadership style affects school climate

17. A POSITIVE SCHOOL CLIMATE PROMOTES:
•Higher grades, improved attendance, greater
expectations, a sense of academic
competence,
and fewer suspensions
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•Greater self-esteem and self-concept
•Less anxiety, depression and loneliness
•Less substance abuse

18. FOUR CATEGORIES PROMOTING A
POSITIVE SCHOOL CLIMATE
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1. Safety :
Rules and norms
Physical safety
Social and emotional safety
2. Teaching and Learning:
Support for learning
Social and civic learning

19. FOUR CATEGORIES PROMOTING A
POSITIVE SCHOOL CLIMATE (CONT.)
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3. Interpersonal Relationships:
Respect for diversity
Social support – adults and
students – build relationships
4. Institutional Environment:
School connectedness and engagement
Physical surroundings

20. DEVELOPING A POSITIVE CLIMATE
(UBBEN, 2011)
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•Celebrate the positive
•Create rituals and
ceremonies
•Shield and support the
possible

21. DEVELOPING A POSITIVE CLIMATE
(UBBEN, 2011) (CONT)
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•Confront and eradicate
the
negative influences
•Provide consistency
•Provide role models

22. PROMOTING A POSITIVE SCHOOL
CLIMATE
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•Focus on recruitment and
retention of quality staff
•Clean up or clear out
•Create and share the new
stories of success and
accomplishment

23. SAFE AND ORDERLY SCHOOLS ACTIVITY #2
School Climate Survey
Please complete the survey individually.
Each principal and aspiring principal
compare their results.
Identify areas needing improvement.
You have 20 minutes for this activity 23

24. CLIMATE SURVEYS
Many climate surveys
exist
Victoria Bernhardt
http://eff.csuchico.ed
u/html/download_c
enter.html
24

25. SAFE SCHOOLS
•63 out of every 1,000 students are victims of violence
at school.
•Those students are more likely to feel isolated,
depressed, frustrated and be absent from school.
•Marzano found that students do less well
academically and are less likely to graduate in
violent schools.
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26. LOW SCHOOL VIOLENCE
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•Positive teacher relationships
•Students have feelings of ownership of their
school
•Positive school and classroom environments
•Safety procedures focus on the physical
environment and reducing physical disorder

27. SAFE SCHOOL CHARACTERISTICS
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•Personnel to support students, staff and parents
•Offer instruction on self-awareness, social
relationships
and personal development
•Create a perception of belonging to the school
•Recognize student successes
•Principals create a positive environment
•Principals are transformational leaders

28. SAFE SCHOOL CHARACTERISTICS
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•Cohesiveness among staff
•Cooperative classroom
environments
•Shared decision making
•Rules are enforced and
fairly administered
•Promote parent involvement with the school

29. EMERGENCY PLANS
Does your school and your district
have emergency plans for bomb
threats, unwanted visitors, guns in
schools, etc?
Are they clearly explained and
distributed?
Do parents and students know what
to do in an emergency?
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30. BULLYING
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•77% of students are
bullied in some
manner
•43% fear
harassment in the
bathrooms

31. BULLYING
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•100,000 students carry guns to
school
•28% of students who carry
weapons have witnessed violence
at home
•8% of students miss 1 day of
class per month for fear of bullies
•Staff can be held personally
liable

32. SAFE & SCHOOL ORDERLY ACTIVITY #3
Please review the Safe School Self
Assessment Checklist. (Minnesota
Dept. Public Safety)
Are there areas of deficiency in your
school?
How can they be corrected?
We will report back in 15 minutes. 32

33. CYBERBULLYING – WHAT IS IT?
Cyber-bullying is "the
use of information and
communication
technologies to
support deliberate,
repeated, and hostile
behavior by an
individual or group,
that is intended to
harm others“
Leneway and Winters (2008)
33

34. CYBERBULLYING
• 42% of kids have been bullied while
online. One in four have had it
happen more than once.
34
Percent
Non
Bullied
Bullied
A national survey of 1500 4th – 8th graders

35. CYBERBULLYING (CONT)
58% of kids admit
someone has said
mean or hurtful things
to them online. More
than four out of ten say
it has happened more
than once.
55% of the 58% have not
told their parents or an
adult about something
mean or hurtful that
happened to them
online. 35

36. CYBERBULLYING PREVENTION TIPS
36

37. WHAT CAN BE DONE
• Students need to be
reminded that what they do
in cyberspace is not really
anonymous.
• Behaviors and words are
downloadable, printable
and sometimes punishable
by law.
37

38. WHAT CAN BE DONE?
• They can be traced on
the Internet
• Reminded not to share
personal information
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39. WHAT CAN BE DONE (CONT)
Clearly explained in the School’s AUP or
Handbook.
Graduated consequences and remedial
actions.
Clear procedures for reporting
39

40. WHAT CAN BE DONE (CONT)
Procedures for investigating
Specific language that if a student's
off-school speech or behavior
results in "substantial disruption of
the learning environment," the
student can be disciplined.
40

41. LAYSHOCK V. HERMITAGE SCHOOL DISTRICT
(2006)
• A student created a website from his
grandmother's home computer creating
a parody of the school principal on his
myspace.com.
• While the site was non-threatening and
created off-campus, school officials
were able to prove a major disruption to
the school day. Officials pointed out that
staff devoted a lot of extra time diffusing
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and resolving the situation.

42. OTHER DIGITAL CITIZENSHIP ISSUES
Copyright
Suitably cite work
of others
Protect others –
Request to use
software or media
produced by
others.
Computer Security
Phishing Scams
Password
Sharing
Illegal Downloads
42

43. 43
Securit
y
Acces
s

44. RESPONSIBLE CITIZENSHIPS
Respect Yourself
Inappropriate online name,
information and images
Publishing personal details
Respect Others
Not use technology to bully or
tease others.
Report abuse and not forward
“bad stuff.” 44

45. ACCEPTABLE USE POLICY GUIDELINES
Clear, Specific Language
Detailed Standards of Behavior
Detailed Enforcement
Guidelines/Standards in the Event of
Violations
45

46. ACCEPTABLE USE POLICY GUIDELINES
A Comprehensive Internet Policy
Statement
Outline/list of acceptable vs.
not acceptable uses
46

47. ACCEPTABLE USE POLICY GUIDELINES
Student and parent
consent
forms
Description of
online etiquette
47

48. ACCEPTABLE USE POLICY GUIDELINES
Privacy Statement - School’s
right to see
Disclaimer of liability
48

49. BURLINGTON H.S. TECH/NETWORK
AUP EXAMPLE
Mission Statement -
Prepares students
for lifelong
learning and
responsible
citizenship by
offering a
challenging,
relevant curriculum
and varied
activities in a safe
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50. DISCIPLINE
50

51. GLASSER – REALITY THERAPY
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1. What are you doing?
2. What do you want?
3. Did you get what you want?
4. What can you do differently next time to get
what you want?

52. BEST PRACTICE – ORDERLY ENVIRONMENT
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Marzano
1. Establish rules and procedures for behavioral
problems that might be caused by the school’s
physical characteristics or routine
2. Establish clear school-wide rules and procedures
for general behavior
3. Establish and enforce appropriate consequences
for violation of rules

53. BEST PRACTICE – ORDERLY ENVIRONMENT
(CONT.)
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4. Establish a program that teaches self-discipline
and responsibility to students
5. Establish a system that allows for the early
detection of students who have high potential for
violence and extreme behaviors

54. POSITIVE BEHAVIOR INTERVENTION
SUPPORTS (PBIS)
What is PBIS?
Framework for supporting the continuum of
student socio-emotional behaviors across
school settings
Research validated
Prevention model
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55. PBIS RESEARCH BASE
The research-base supporting PBIS is
based on Applied Behavior Analysis
(ABA), the Institute for Education
Science (IES) Practice Guide and
predicated on the following
assumptions:
All behavior is learned and serves a function
Behavior can be changed
Adults must recognize that they need to
manipulate the variables that are within their
control and not worry about those outside
their control.
A continuum of behavioral supports are
provided based on student need
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56. OVERLY PUNITIVE APPROACHES
Ask the following questions to determine if
such a model is in place in your school :
Are students frequently missing instruction
because they are being sent out of the
classroom (to the office, the hall, or another
classroom?)
Are the same “banished” students sent from
the room over and over?
If yes, you need to provide the leadership
to change the classroom management
model.
56

57. SELECTING A CLASSROOM
MANAGEMENT APPROACH
When choosing an approach, two primary
considerations should govern your choice:
1. Determine if the approach is consistent with
the findings of the best research (school and
teacher effectiveness literature) as it relates to
classroom management.
2. Determine if the approach provides plenty of
“how-to” information.
57

58. MOST EFFECTIVE BEHAVIOR
MANAGEMENT STRATEGIES
The most effective behavior management
strategies address five areas of behavioral
intervention:
Prevention
Expectations
Monitoring
Encouragement
Correction
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59. WELL MANAGED CLASSROOMS
A Well Managed Classroom Should Include These
Research Based Practices:
Maximum structure and predictability in routines &
environment.
Positively, stated expectations posted, taught,
reviewed, prompted, & supervised.
Maximum engagement through high rates of
opportunities to respond, delivery of evidence-based
instructional curriculum & practices
59

60. WELL MANAGED CLASSROOMS
Continuum of strategies to acknowledge
appropriate behavior including
contingent & specific praise, group
contingencies and behavior contracts.
Continuum of strategies for responding
to inappropriate behavior including
specific, contingent, brief corrections
for academic & social behavior errors,
differential
reinforcement of other behavior,
planned
ignoring, response cost, & timeout.
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61. SAFE AND ORDERLY SCHOOLS ACTIVITY #4
Rewards and Recognition
Discuss your results
Share any unique activities within
your group
You have 15 minutes to complete this
activity
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62. RECOGNITION AND REWARDS (HOOPLA)
Rewarding students and staff for quality
work is a major component of positive
cultures
and climates.
Staff (Feed the teachers so they
won’t eat the kids)
Feed ‘em and lead ‘em
 Monthly birthday cakes
 Staff appreciation week
 M&M’s on desk
 Celebration lunches
 301 party 62

63. RECOGNITION & REWARDS (CON’T)
News articles highlighting their
accomplishments
All-star staff picture wall
Staff pictures with personal vision
statement
Business cards
Praise in public – criticize in private
New staff welcome gift (sweatshirt, coffee
mug, etc.)
Pocket praise (McNotes)
Golden Apple
Years of service awards
63

64. RECOGNITION & REWARDS (CON’T)
Fun contests – Beautiful baby, Who did that,
Ugliest man alive
ABCD awards (Above & Beyond the Call of
Duty)
Secret Staff Spirit Week (something each day
– Tie One On – everyone wears a tie, Blue
Monday, etc)
Students
Academic All Stars
BUG Award (bringing up grades)
Principal’s Advisory Council 64

65. RECOGNITION & REWARDS (CON’T)
Super student lotto
Academic team t-shirts
Large picture board with student pictures
New student – ambassadors and bulletin
boards
All A’s awards – cookies, leave
early for lunch, etc
All A’s assembly
Star-bucks
Birthday box
Positive postcards
65

66. RECOGNITION & REWARDS (CON’T)
Celebrations
MEAP kick-off
Festival of Trees
Leaf raking
All school Olympics
Spirit days
Family Fun Night (silent auction, pig roast, 3 on 3
BB)
Breakfast of Champions
STAR Night
Mom’s and Muffins - Doughnuts and Dad’s 66

67. IN SUMMARY – SAFE & ORDERLY SCHOOLS
• Students feel safe and free from physical harm
• Collegial relationship among staff exists
• There is a positive culture and climate
• High expectations on the part of staff and
students
• Expectations and rules are known by all and
enforced
• Students are involved and take ownership of
the school
• Facilities are conducive to student safety
• Parents are involved with the school
67

68. RENEWAL ACTIVITY EXPLORATION
Divide into groups
Principals and aspiring principals discuss possible
renewal activities for your building using the matrix
as a guide
Share ideas with your group
At the end we will gather as the entire group and share
ideas
You have 20 minutes for this exploration activity
68