plan

Spring 2017, O’Brien:

Comparison of School Discipline Plans

Grading Rubric & Directions

Part 1: Independent Analysis (8 points; prior to class)

Complete Part 1 prior to Class 4 (February 15), either by typing or writing by hand. Bring your completed Part 1 to Class 4 to use during the in-class activity, and be prepared to briefly summarize and discuss your findings with your group members. You will submit Part 1 to Dr. O’Brien in Class 4 (turn in your hard copy OR submit the electronic copy via Blackboard).

For Part 1, independently compare and contrast your school’s plan to components of SW-PBIS by answering the following 4 questions. Your responses should be clear, succinct, and convey sufficient information.

1. What is the current school-wide discipline approach? Briefly summarize school-wide expectations for your setting. Include in your summary a description of the level of consistency among classroom expectations across settings, as is evident from the school plan (for what’s not evident, indicate that).

1. Given the descriptions of SW-PBIS (refer to S&H Ch. 3), what are the major similarities with a PBIS School? Note: If you have few similarities, this section will be very short.

1. Given the descriptions of SW-PBIS (refer to S&H Ch. 3), what are the major differences with a PBIS School? Note: Even if you are a PBIS school, you may realize you do have differences from what PBIS should be.

1. For your school, what are your suggestions for growth? Note: If you are a PBIS school with few differences described above, consider whether things are perfect at your school. If so, what are ways to maintain what exists? Are there improvements needed for what’s supposed to be in place? If not, then what are the next steps to “grow” the school’s PBIS model?

Part 2: Small Group Comparison (7 points; in class)

In a small group (in class; membership determined by Dr. O’Brien), share your major findings from Part 1. Determine and record commonalities between/among the group members’ major findings. Commonalities may be similarities and differences (e.g., What similarities did all group members have in common? Similarities for a few of you but not all in the group? Differences all in group had? Differences for a few of you but not all in the group?).

Assign group member roles:

1. Facilitator (keep people on track, ensure everyone has a chance to talk/share): ____________________

2. Recorder (record the commonalities for your group; email notes to Dr. O’Brien within 48 hours of class session): ____________________

3. Spokesperson (share your group’s findings): ____________________

You may find it helpful to develop a matrix to determine commonalities. Here’s a start; but you will probably need more space than this! This matrix is only a guide and you do not need to use this format. Other formats, such as typed or written notes, are acceptable as long as you have similarities and differences listed (be sure to note who/person and what is similar or different), and it is clear to the group and Dr. O’Brien.