Garner, N. E.  (2008).  Conflict Resolution Programs in the Schools.  Retrieved from: https://www.counseling.org/resources/library/aca%20digests/acapcd-19.pdf

 

Johnson, D. W., & Johnson, R. T. (1996). Reducing school violence through conflict resolution training. NASSP Bulletin, 80, 11–18. https://doi.org/10.1177/019263659608057903

 

Luster, S. (2018).  How Exclusionary Discipline Creates Disconnected Students.  Retrieved from:  https://www.nea.org/advocating-for-change/new-from-nea/how-exclusionary-discipline-creates-disconnected-students

Meckler, L. & Strauss, V.  (2021, October 26).  Back to School has Brought Guns, Fighting, and Acting Out.  Retrieved from the Washington Post:  https://www.washingtonpost.com/education/2021/10/26/schools-violence-teachers-guns-fights/

 

Washington Office of Superintendent of Public Instruction. (WA OSPI).  Henry M. Jackson High School, Everett School District Report Card.  Retrieved from:  https://washingtonstatereportcard.ospi.k12.wa.us/ReportCard/ViewSchoolOrDistrict/102466

 

 

The third tier is a more individualized support, with a team of supporters (PBIS, n.d.).  The team includes a person providing behavior support (likely the school counselor), working with the family and individuals within the school to provide holistic, individualized behavior supports (Lee & Gage, 2020; PBIS, n.d.).  

M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment 

M 3. Positive attitude toward work and learning 

M 6. Understanding that postsecondary education and life-long learning are necessary for long-term success

B-LS 1. Critical-thinking skills

B-LS 2. Creative approach to learning, tasks and problem solving

B-LS 6. High-quality standards for tasks and activities

B-LS 7. Long- and short-term academic, career and social/emotional goals

B-SMS 1. Responsibility for self and actions

B-SMS 2. Self-discipline and self-control

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

B-SMS 10. Ability to manage transitions and adapt to change

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them

B-SS 3. Positive relationships with adults to support success

B-SS 4. Empathy

B-SS 5. Ethical decision-making and social responsibility

B-SS 6. Effective collaboration and cooperation skills

B-SS 9. Social maturity and behaviors appropriate to the situation and environment

Reference:
American School Counselor Association. (2019). ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: Author.

Teachers:  Implement positive classroom management skills.  Reinforce positive behaviors seen through day.  Refer students for tier two or three supports, as needed.

School counselors:  Collaborate with all stakeholders.  Ensure implementation of program and monitor for effectiveness.  Close-the-gap action plan, as noted by data.  Work with tier two groups by providing focus and facilitate small groups.  Work within the third tier by helping with individualized behavioral supports as a team with the family, within the school, and community referrals as needed.

 Community:  work with referrals for students with tier three supports.  

Family members:  understand the PBIS model, and use language and reinforce the behavioral advances made at school, within the home, if possible (this is mostly done through communication the school counselor or administrators send home, or through parent education events).

References:  

American School Counselor Association. (2019). ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: Author.

Parker, C. B. (2014).  Stanford research shows that working together boosts motivation.  Retrieved from:  https://news.stanford.edu/news/2014/september/motivation-walton-carr-091514.html

PBIS. (n.d.).  High School PBIS.  Retrieved from:  https://www.pbis.org/topics/high-school-pbis 

 

PBIS.  (2022).  Getting Started.  Retrieved from:  https://www.pbis.org/pbis/getting-started

 

Some schools respond to the threat of school violence, or disruption, through exclusionary discipline- which takes students out of the classroom through suspension or expulsion (Luster, 2018).  This may solve an immediate problem, but it does not come without a cost, to the student.  Exclusionary discipline practices do not improve student behavior, make schools safer or foster a learning environment according to a recent study (Luster, 2018).  When a school utilizes (potentially subjective, and perhaps biased) exclusionary discipline, the students disconnect from school, have an increased risk for dropping out of school, higher levels of violence, greater likelihood of being involved in the criminal justice system, and don’t feel heard or understood (Luster, 2018).  The real issues are not addressed, the connection with school is potentially permanently disrupted, and learning is broken up as well (Luster, 2018).  

 

At the Henry Jackson High School, Mill Creek, WA, the individuals seen most for out of school exclusionary discipline actions for the 2019-2020 school year (pre-pandemic; all reports above indicate these rates have gotten much higher) are broken down by student demographics and characteristics.  The largest discipline rates were 9% of Black students, 3.5% male, 4% two or more races, and 2% white students (OSPI, 2021).  The highest discipline rates for different characteristics were 7% English language learners, 6% unhoused, 5% low income, and 7% students with disabilities (OSPI, 2021).  Most had one day or less out of school due to discipline action.

 

Instead of resorting to exclusionary discipline, the school can explore other disciplinary options, ensure that if a suspension is utilized, learning can continue, and create a panel that reduces any possibility for bias (Luster, 2018).  When specific standards (that students and parents understand) are met, the exclusionary discipline can be utilized, but this would be in conjunction with working with a school counselor and administrators through restorative programs (Luster, 2018).  

Chanhassen High School.  (n.d.).  PBIS.  Retrieved from:  https://cns.district112.org/our-school/pbis 

 

Gage, N. A., Whitford, D. K., & Katsiyannis, A. (2018). A Review of Schoolwide Positive Behavior Interventions and Supports as a Framework for Reducing Disciplinary Exclusions. Journal of Special Education, 52(3), 142–151. https://doi.org/10.1177/0022466918767847

 

Lee, A., & Gage, N. A. (2020). Updating and expanding systematic reviews and meta‐analyses on the effects of school‐wide positive behavior interventions and supports. Psychology in the Schools, 57(5), 783–804. https://doi.org/10.1002/pits.22336

 

PBIS. (n.d.).  High School PBIS.  Retrieved from:  https://www.pbis.org/topics/high-school-pbis 

 

PBIS.  (2022).  Getting Started.  Retrieved from:  https://www.pbis.org/pbis/getting-started

 
Stewart, N. (n.d.).  Lore Elementary School Counseling Department. Retrieved from:  https://www.ewing.k12.nj.us/domain/246