Learn the 3 phases of an effective 'administrative intervention' Sorry. This CD-ROM is no longer available.
SNAPSHOT: For many busy administrators, discipline referrals are a dreaded reality to be avoided whenever possible. Every school needs a principal or other administrator to be actively involved in discipline. But no matter how progressive
and enlightened your strategies to promote desirable student behavior
throughout the school, there's no avoiding the Office Discipline Referral.
When that problem student, who essentially has been "fired" from the classroom, marches or
slinks to your office . . . what do you do?
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Clearly, this is a student who needs your help and the best you have to offer or things will just get worse. Done well, administrative referrals can be a turning point for the student. Done poorly, the problem behavior continues and results in . . . yet another Office Discipline Referral.
In this 2-hour webinar on "administrative intervention," Tricia Wells describes a proven sequence of practices based on the principles of applied behavior analysis and social learning theory.
The model was adapted for school use more than 20 years ago from the nationally recognized Teaching-Family Model at the University of Kansas. Tricia, a former assistant principal at Boys Town in Nebraska, says this administrative intervention approach is a positive and instructionally based intervention that is aligned with the Positive Behavior Supports movement.
As with PBS, administrative intervention focuses on unifying staff, changing staff behavior, teaching students alternative behaviors, and using consequences effectively to encourage responsible behavior.
CONFERENCE TOPICS: In this 2-hour webinar, Tricia Wells describes how to conduct a successful administrative intervention for the student who is unable to remain in the classroom. Tricia's compelling presentation covers all of the following topics:
- How to define appropriate use of the office referral
- The 3 phases of the administrative intervention: Entry, Teaching and Classroom Re-entry.
In the Entry Phase:
- How to manage the compliant or "in crisis" student
- How to use verbal de-escalation and proximity techniques to assist the child to regain self-control
- Setting the tone for the office visit and conducting a non-threatening interview with the teacher to obtain a description of the problem.
In the Teaching Phase:
- Waiting for the student to reach a point of "instructional control" and willingness to work cooperatively to resolve the problem
- Use of corrective teaching to instruct the child regarding the undesirable behavior and the replacement behavior
- Effective use of "coupling" statements to describe both inappropriate and desired behaviors
- Reaching a consensus with the student about appropriate and inappropriate behavior.
In the Classroom Re-entry Phase:
- Working with the teacher and student to restore the relationship
Tricia also will discuss:
- Addressing inconsistent and inappropriate use of referrals by staff
- Inconsistent and unpredictable responses of administrators who work with students
- How to increase positive interactions with parents
- Helping students maintain dignity
- How to get closure on the conflict.
Participants will have plenty of time to ask questions online about areas of particular concern. Tricia also will provide a list of resources for more exploration of this important subject.
ABOUT THE SPEAKER: Tricia Wells, a former assistant principal at Boys Town, Nebraska and consultant for the U.S. Office of Special Education Programs, now conducts workshops for general and special educators across the country through her Longmont, Colorado consulting firm, Creating Student Success. Tricia has more than 30 years' experience as a classroom teacher, special education consultant, supervisor, college instructor and staff developer. During the 1990s, as director of the Iowa Behavioral Initiative, she created a statewide school improvement effort leading educators to rethink approaches to the increasingly complex issues of student discipline.
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Educational Research Newsletter
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