Why does it matter?
A growing body of research shows that supportive, positive systems of discipline can radically improve social, emotional, and academic outcomes for students. Yet recent federal civil rights data suggest that discipline policies and protocols in U.S. schools are inconsistently administered and experienced across schools and populations. The question “Discipline in this school is fair” — which students answer on a Likert scale — allows educators to ensure discipline is working for all students.
Evidence-based strategies to decrease disruptions and capitalize on class time
The U.S. Office of Special Education Programs Ideas that Works guide, which summarizes evidence-based strategies for teachers, starts with positive behavior interventions and supports. The guide was written with the purpose of helping teachers capitalize on instructional time and decrease disruptions.
What’s in the guide?
1) Interactive map with corresponding tables, tools, and tips. The interactive map (Page 4) links to content to support the implementation of the essential features of these classroom strategies.
2) Self-assessment and decision-making chart. These tools guide the user to the specific resources that will be most useful.
3) Scenarios. The guidebook includes two concrete examples of how to use classroom PBIS (positive behavioral incentive strategies) strategies as well as recommended resources.
Where to start
First, glance over the Interactive Map on Page 4, as it includes definitions that may be helpful to know prior to sharing the self-assessment with a teacher, or taking the self-assessment yourself. Second, take the Self-Assessment on page 5. The Self-Assessment serves as a gauge of current classroom management practices — it’ll help you focus your attention on the most promising practices for your particular context.