7,098 words in Robert Long III's 2012 Texas A&M Record of Study match earlier sources

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disciplines are woven into Ripple Effects software is documented in the monograph: For more than a decade, the conceptual framework of Ripple Effect Whole Spectrum Intervention System (WSIS) has been largely hidden beneath the intuitive interface of Ripple Effects software, and/or woven directly into the multi-media content. This makes the program simple, engaging and accessible to users. It undoubtedly at least partly accounts for the system being recognized with 29 national and international awards across four industries. But it makes it more difficult for reviewers to evaluate the conceptual and evidence base that it rests on. Parts of that theoretical base are explicitly included in trainer and implementer manuals, including the rationales for use of specific scope and sequences of the program to achieve specific goals, and/or specific planning processes to ensure implementation success. Those simplified translations of various conceptual underpinnings serve the needs of line workers, who are asked to implement intervention programs with little time or resources to prepare for doing so. Ripple Effects WSIS draws information from many credible sources. Information on prevalence

Ripple Effects 2009

Chapter 1: Introduction and Overview The Conceptual Underpinnings of Ripple Effects WSIS For more than a decade, the conceptual framework of Ripple Effect Whole Spectrum Intervention System (WSIS) has been largely hidden beneath the intuitive interface of Ripple Effects software, and/or woven directly into the multi-media content. This makes the program simple, engaging and accessible to users. It undoubtedly at least partly accounts for the system being recognized with 29 national and international awards across four industries. But it makes it more difficult for reviewers to evaluate the conceptual and evidence base that it rests on. Parts of that theoretical base are explicitly included in trainer and implementer manuals, including the rationales for use of specific scope and sequences of the program to achieve specific goals, and/or specific planning processes to ensure implementation success. Those simplified translations of various conceptual underpinnings serve the needs of line workers, who are asked to implement intervention programs with little time or resources to prepare for doing so. Readers are directed to those manuals (listed in Appendix A) for summaries

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explicit form of personal interaction in which knowledge evolves through dialogue. The procedures for text analysis involve three types of coding procedures: open coding, axial coding, and selective coding (Creswell, 2002). Open coding consists of taking the data and segmenting them into categories of information (Strauss & Corbin, 1998). The next step in the process is to reassemble the data in new ways using the axial coding process. Creswell (2002) describes axial coding as an arrangement using a coding paradigm or logic diagram in which the researcher identifies a central phenomenon, explores causal conditions, specifies strategies, identifies the context and intervening conditions and delineates the consequences. The third set of coding procedures in the process is called selective coding. During the selective coding process, the researcher composes themes from the interrelationship of the categories in the axial coding model. At a fundamental level, these themes offer an abstract explanation for the process being studied in the research (Creswell, 2002). Field notes were taken during the interview and key artifacts were obtained.

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Parents: female = 7 Female =2 All parents were single Data Analysis The procedures for text analysis involve three types of coding procedures: open coding, axial coding, and selective coding (Creswell, 2002). Open coding consists of taking the data and segmenting them into categories of information (Strauss & Corbin, 1998). The next step in the process is to reassemble the data in new ways using the axial coding process. Creswell (2002) describes axial coding as an arrangement using a coding paradigm or logic diagram in which the researcher identifies a central phenomenon, explores causal conditions, specifies strategies, identifies the context and intervening conditions and delineates the consequences. The third set of coding procedures in the process is called selective coding. During the selective coding process, the researcher composes themes from the interrelationship of the categories in the axial coding model. At a fundamental level, these themes offer an abstract explanation for the process being studied in the research (Creswell, 2002). 66 After entering the data from the interviews into Atlas Ti 5.0,

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that included behavior management segments in order to provide for positive reinforcement. History of Approaches for Addressing Problem Behaviors in Schools reviews the history of school discipline practices and provides a timeline for the development of the PBS approach. This section is relevant to the dissertation because it offers the reader additional insight into the context in which the development of PBS occurred, as well as an explanation as to why innovative frameworks for addressing problem behaviors in schools were needed. The second section, Positive Behavior Supports, describes the aims of PBS and the specifics of how PBS emerged. A widely accepted framework for delivering PBS in schools is also presented. This section is relevant to the dissertation because it is important to understand the foundation upon which behavior support initiatives are based. The reader must have a general understanding of the levels of intervention that are a part of the PBS framework. History of Approaches for Addressing Problem Behaviors in Schools Teachers have been

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Programs; and Evaluating Positive Behavior Supports in Preschool Programs. The first section, History of Approaches for Addressing Problem Behaviors in Schools, reviews the history of school discipline practices and provides a timeline for the development of the PBS approach. This section is relevant to the dissertation because it offers the reader additional insight into the context in which the development of PBS occurred, as well as an explanation as to why innovative frameworks for addressing problem behaviors in schools were needed. The second section, Positive Behavior Supports, describes the aims of PBS and the specifics of how PBS emerged. A widely accepted framework for delivering PBS in schools is also presented. This section is relevant to the dissertation because it is important to understand the foundation upon which behavior support initiatives are based. The reader must have a general understanding of the levels of intervention that are a part of the PBS framework. The Application of Positive Behavior Supports is the third section of this

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phenomena”, Glaser and Strauss (1967). The method of the study was a from a belief system that lived experience can be understood from the viewpoints of those who live it--that people's realities are not physical objects that lend themselves to objective observations, but constructions of the mind based on lived experiences that can be understood within the contexts of people's lives (Denzin & Lincoln, 1994; Seidman, 1998). Also, this view values and upholds the importance of interactions between participants and researchers in reconstructing lived experiences (Denzin & Lincoln, 1994). Context analysis also advocates and supports a naturalistic approach to understanding complex human experiences (Creswell, 2002).The naturalistic approach in qualitative research focuses on finding meaning in the environment where the phenomenon of interest occurs. It also requires the use of analysis methodology and study instruments that are sensitive to the underlying phenomenon of interest (Denzin & Lincoln, 1994; Merriam, 1998). The researcher followed and completed the required university procedures for conducting this

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(Strauss & Corbin, 1998, p. 15). The method of the study was conceptualized from a belief system that lived experience can be understood from the viewpoints of those who live it--that people' s realities are not physical objects that lend themselves to objective observations, but constructions of the mind based on lived experiences that can be understood within the contexts of people' s lives (Denzin & Lincoln, 1994; Seidman, 1998). Also, this view values and upholds the importance of interactions between participants and researchers in reconstructing lived experiences (Denzin & Lincoln, 1994). Context analysis also advocates and supports a naturalistic approach to understanding complex human experiences (Creswell, 2002).The naturalistic approach in qualitative research focuses on finding meaning in the environment where the phenomenon of interest occurs. It also requires the use of analysis methodology and study instruments that are sensitive to the underlying phenomenon of interest (Denzin & Lincoln, 1994; Merriam, 1998). 54 Pilot Study A pilot study was conducted to see if procedures

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in-depth interviews that were transcribed on a notepad by the principal investigator. Marshall and Rossman (1995) clarified this method and its scope of uses as a data collection method relied on quite extensively by qualitative researchers. Marshall and Rossman (1995) further clarified by describing it as a conversation with a purpose and state that in-depth interviewing may be the overall strategy or one of several methods employed in a study. This method required the researcher to use open-ended questions to explore a phenomenon of interest, and build on participants' responses to explore the phenomenon. The ultimate goal of in-depth interviewing was to have participants reconstruct their experiences within the topic under investigation (Seidman, 1998).The appropriateness of in-depth phenomenological interviewing for investigating the research questions that guided the study prompted its use as a methodology. Researchers using text analysis approach may rely heavily on interviews as a

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perceptions of key stakeholders involved in the expulsion process was indepth interviews. Marshall and Rossman (1995) clarified this method and its scope of uses as a data collection method relied on quite extensively by qualitative researchers. Marshall and Rossman (1995) further clarified by describing it as a conversation with a purpose and state that in-depth interviewing may be the overall strategy or one of several methods employed in a study. This method required the researcher to use open-ended questions to explore a phenomenon of interest, and build on participants'responses to explore the phenomenon. The ultimate goal of in-depth interviewing was to have participants reconstruct their experiences within the topic under investigation (Seidman, 1998).The appropriateness of in-depth phenomenological interviewing for investigating the research questions that guided the study prompted its use as a methodology. 59 Researchers using text analysis approach may rely heavily on interviews as

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(1995) found that male students were disproportionately expelled. The National Center for Educational Statistics (2003) shows 74,852 males were expelled from school throughout the United States while only 22,325 female students were expelled. The study further illustrates these findings by stating that roughly 9% of all males commit expellable infractions compared to 3% of all females (National Center for Educational Statistics, 2003). Consistently, males appear to be expelled more often than females. Many studies that report males as being disproportionately expelled also report an increase in expulsions for male students with disabilities. The aforementioned studies use quantitative methods to describe the type of students who have been expelled but fail to address the perceptions held by those who have been expelled. The studies do not ask the key stakeholders to describe their experience with the in-school suspension process, they simply state who has been placed

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found that male students were disproportionately expelled. The National Center for 32 Educational Statistics (2003) shows 74,852 males were expelled from school throughout the United States while only 22,325 female students were expelled. The study further illustrates these findings by stating that roughly 9% of all males commit expellable infractions compared to 3% of all females (National Center for Educational Statistics, 2003). Consistently, males appear to be expelled more often than females. Many studies that report males as being disproportionately expelled also report an increase in expulsions for male students with disabilities. The aforementioned studies use quantitative methods to describe the type of students who have been expelled but fail to address the perceptions held by those who have been expelled. The studies do not ask the key stakeholders to describe their experience with expulsion, they simply state who has been expelled. The current study consisted

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public health and disease prevention model. The SWPBS continuum was designed to provide supports based on the relative needs of the students. In this framework, primary prevention refers to school- or classroom-wide supports for all students to reduce the likelihood of the development of problem behaviors. According to Sugai and Horner, primary prevention may include an emphasis on teaching appropriate behaviors and teaching practices that boost academic success, and may prevent problem behaviors among 80% of students. Secondary prevention will be needed by 15% of students and is aimed at reducing risk factors, such as poverty, and strengthening protective factors, such as additional school supports and family assistance. Tertiary prevention is aimed at the remaining 5% of students with high risk for problem behaviors and involves individualized systems supports. The presentation of School-Wide Positive Behavior Supports one focus of the Individuals

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health and disease prevention model. The PBS continuum was designed to 21 provide supports based on the relative needs of the students. In this framework, primary prevention refers to school- or classroom-wide supports for all students to reduce the likelihood of the development of problem behaviors. According to Sugai and Horner, primary prevention may include an emphasis on teaching appropriate behaviors and teaching practices that boost academic success, and may prevent problem behaviors among 80% of students. Secondary prevention will be needed by 15% of students and is aimed at reducing risk factors, such as poverty, and strengthening protective factors, such as additional school supports and family assistance. Tertiary prevention is aimed at the remaining 5% of students with high risk for problem behaviors and involves individualized systems supports. The Application of Positive Behavior Supports One focus of the Individuals with Disabilities

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organization responsible for the developing the curriculum and assessment standards for Texas. Manifestation Determination (MD) An analysis of the causal relationship between a student’s disability and the misconduct for which he/she is being disciplined (Hartwig & Ruesch, 2000, p. 242). Such reviews must be conducted when a student served in special education is being removed from school for over 10 days or due to a drug or weapon charge; or if appeal is made to a hearing officer to remove a child who is a danger or threat to himself or others (Hartwig & Ruesch, 2000). Weapon- Any instrument or object used with the intent to threaten, injure, or kill. Zero tolerance policy—a school or district policy that mandates predetermined consequences or punishment for specific offenses. Significance of the Study This Problem of Practice is significant. At Caden

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the addition of a discipline provision for eligible students (Wright & Wright, 2000). Manifestation Determination (MD): “An analysis of the causal relationship between a student’s disability and the misconduct for which he/she is being disciplined (Hartwig & Ruesch, 2000, p. 242). Such reviews must be conducted when a student served in special education is being removed from school for over 10 days or due to a drug or weapon charge; or if appeal is made to a hearing officer to remove a child who is a danger or threat to himself or others (Hartwig & Ruesch, 2000). • Weapon: Any instrument or object used with the intent to threaten, injure, or kill. • Zero tolerance policy: A school or district policy that mandates predetermined consequences or punishment for specific offenses. 30 Chapter 2 Literature Review Introduction As a result of the history

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individuality or disabilities. Throughout the U.S. history, there are two altered policy streams that have been used to address juvenile delinquency and violence in schools. Some policies, such as zero tolerance policies, are based on the premise that children need firm rules and should be punished for wrongdoings. Other policies and programs, such as those associated with family and juvenile courts are based on the idea that children are not fully formed adults and that they are creatures of the environment in which they live (Skiba & Peterson, 2000). The second perspective has led to IDEA’s disciplinary procedures and to the IDEA’s basic presumption that students with disabilities should not be excluded from receiving educational services as a result of manifesting behaviors that are associated with their disabilities. Rather, they should be provided with related services that

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individuality or disabilities. Throughout the U.S. history, there are two different policy streams that have been used to address juvenile delinquency and violence in schools. Some policies, such as zero tolerance policies, are based on the premise that children need firm rules and should be punished for wrongdoings. Other policies and programs, such as those associated with family and juvenile courts are based on the idea that children are not fully formed adults and that they are creatures of the environment in which they live (Skiba & Peterson, 2000). The second perspective has led to IDEA’s disciplinary procedures and to the IDEA’s basic presumption that students with disabilities should not be excluded from receiving educational services as a result of manifesting behaviors that are associated 31 with their disabilities. Rather, they should be provided with related services

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skills for dealing with intense emotional situations that trigger undesirable behavior outbursts. During the period of the 1960s through the 1980s, strategies for behavior change were based on positivistic research grounded in operant learning punishment principles. The use of aversive techniques was widely accepted in treating individuals with severe disabilities and severe behavior problems (Lovaas, Schaeffer, & Simmons, 1965 as cited in Dunlap, Sailor, Horner, & Sugai, 2009). However, when the movement toward deinstitutionalization appeared in the 1980s, a mismatch between the use of aversive measures to reduce challenging behaviors and the moral values of the community emerged. By the early 1980s, positivistic research began to examine the secondary effects of aversive treatment such as outbursts, anxiety, and avoidance (Favell & Rincover, 1983 as cited in Dunlap, 2009). The 1980s saw a paradigm shift in the treatment of severely

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for dealing with intense emotional situations that trigger undesirable behavior outbursts. 17 During the period of the 1960s through the 1980s, strategies for behavior change were based on positivistic research grounded in operant learning punishment principles. The use of aversive techniques was widely accepted in treating individuals with severe disabilities and severe behavior problems (Lovaas, Schaeffer, & Simmons, 1965 as cited in Dunlap, Sailor, Horner, & Sugai, 2009). However, when the movement toward deinstitutionalization appeared in the 1980s, a mismatch between the use of aversive measures to reduce challenging behaviors and the moral values of the community emerged. By the early 1980s, positivistic research began to examine the secondary effects of aversive treatment such as outbursts, anxiety, and avoidance (Favell & Rincover, 1983 as cited in Dunlap et al., 2009). The 1980s saw a paradigm shift in the treatment

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were about 500 schools across the nation implementing SWPBS (Sugai & Horner, 2002). By 2008, more than 5300 schools were implementing SWPBS (Frey, Lingo, & Nelson, 2008). A preponderance of case-based literature has indicated general success for SWPBS. For example, at an elementary school in Oregon, two third grade boys with serious behavior problems (i.e. hitting, self-injurious behavior, eating staples, poking others with scissors, running away from school) and significant disabilities (i.e., emotionally disturbed, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder) exhibited significant reductions in problem behaviors when secondary tier interventions were used to support all third grade students in addition to the individualized behavior support plans that were developed specifically for these boys (Freeman, 2006). At an elementary school in Illinois, SWPBS was credited with preventing

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were about 500 schools across the nation implementing SWPBS (Sugai & Horner, 2002a). By 2008, more than 5300 schools were implementing SWPBS (Frey, Lingo, & Nelson, 2008). A preponderance of case-based literature has indicated general success for SWPBS. For example, at an elementary school in Oregon, two third grade boys with serious behavior problems (i.e. hitting, self-injurious behavior, eating staples, poking others with scissors, running away from school) and significant disabilities (i.e., emotionally disturbed, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder) exhibited significant reductions in problem behaviors when secondary tier interventions were used to support all third grade students in addition to the individualized behavior support plans that were developed specifically for these boys (Freeman, et al., 2006). 23 At an elementary school in Illinois, SWPBS was

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the levels of intervention that are a part of the PBS framework. History of Approaches for Addressing Problem Behaviors in Schools Teachers have been faced with students exhibiting problem behaviors since the days of the one room schoolhouse. Numerous anecdotal reports of children standing in corners and wearing dunce caps have been shared by generations of grandparents. Since the turn of the last century, however, the number and intensity of discipline problems in schools has increased dramatically. The days in which educators’ biggest concerns were of placing frogs in the teacher’s water glass or dipping pig-tails in ink wells are gone. School discipline problems appear in the news on and all too frequent basis, citing physical violence, property damage, homicide, and

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selecting an evaluation approach which may extend the literature in this area. History of Approaches for Addressing Problem Behaviors in Schools Teachers have been faced with students exhibiting problem behaviors since the days of the one room schoolhouse. Numerous anecdotal reports of children standing in corners and wearing dunce caps have been shared by generations of grandparents. Since the turn of the last century, however, the number and intensity of discipline problems in schools has increased dramatically. The days in which educators’ biggest concerns were of placing frogs in the teacher’s water glass or dipping pig-tails in ink wells are gone. School discipline problems appear in the news on an all too frequent basis, citing 16 physical violence, property damage, homicide,

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personfocused ethics, and structures change to increase value of life and reduce problem behaviors, was founded. The increase in interest and use of PBS continued to soar. The requirements to use FBA and PBS that were introduced in IDEA 1997 remained in IDEA 2004 (Office of Special Education Programs, OSEP, 2009). As part of the IDEA initiative, each state was required to establish a PBS technical assistance center and develop a website to support PBS implementation throughout school districts in their state. These technical assistance centers and websites are funded by IDEA 2004. Most recently, the NJDOE Preschool Program and Implementation Guidelines (NJDOE, 2008a) strengthened the mandate for the use of PBS by citing a specific PBS model: the Social

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person-centered values, and systems change to increase quality of life and decrease problem behaviors, was founded. The increase in interest and use of PBS continued to soar. The requirements to use FBA and PBS that were introduced in IDEA 1997 remained in IDEA 2004 (Office of Special Education Programs, OSEP, 2009). As part of the IDEA initiative, each state was required to establish a PBS technical assistance center and develop a website to support PBS implementation throughout school districts in their state. These technical assistance centers and websites are funded by IDEA 2004. Most recently, the NJDOE Preschool Program and Implementation Guidelines (NJDOE, 2008a) strengthened the mandate for 19 the use of PBS by citing a specific PBS model: the

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receiving educational services as a result of manifesting behaviors that are associated with their disabilities. Rather, they should be provided with related services that help them to be educated in the least restrictive environment (IDEA, 1999). There have been increasing attempts by school districts and administrators to provide protection against school crime by installing metal detectors, arming hallway security guards, requiring uniforms, and conducting random searches of students and their lockers. Administrators and teachers face the challenge of implementing discipline procedures that are effective and fair. This literature review chapter on stakeholder’s perceptions of the SWPBS interventions and the success of those

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educational services as a result of manifesting behaviors that are associated 31 with their disabilities. Rather, they should be provided with related services that help them to be educated in the least restrictive environment (IDEA, 1999). There have been increasing attempts by school districts and administrators to provide protection against school crime by installing metal detectors, arming hallway security guards, requiring uniforms, and conducting random searches of students and their lockers. Administrators and teachers face the challenge of implementing discipline procedures that are effective and fair. This literature review chapter on the treatment of youth who are disabled and delinquent provides a basis

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method of collecting data for this study. Semi-structured one-on-one interviews with open-ended questions were used to give the key participants options for responding without constraint. To promote a safe atmosphere interviews were conducted at a place determined by the interviewee, which included different locations at a school that contained a private conference room. Kvale (1996) described a research interview as an experience between two people about a topic of shared interest. It is an explicit form of personal interaction in which knowledge evolves through dialogue. The procedures for text analysis involve three types of coding procedures: open coding,

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the method of collecting data for this study. Semi-structured one-onone interviews with open-ended questions were used to give the key participants options for responding without constraint. To promote a safe atmosphere interviews were conducted at a place determined by the interviewee, which included different locations at a school that contained a private conference room. Kvale (1996) described a research interview as an experience between two people about a topic of shared interest. It is an explicit form of personal interaction in which knowledge evolves through dialogue. The high school for the study has approximately 1,300 students in grades

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suspension, and expulsion procedures, and assigning alternative school placements (Sugai & Horner, 2002). These discipline practices have been based on an underlying assumption that the behavior problems displayed by students are discrete; each instance of problem behavior is viewed and addressed as a separate, unrelated issue. Such practices fail to consider the context in which the behaviors occur, and fail to incorporate a systems level approach for reducing challenging behaviors. Moreover, these disciplinary interventions fail to teach students new skills for dealing with intense emotional situations that trigger undesirable behavior outbursts. During the period of the 1960s through the 1980s, strategies for behavior

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suspension, and expulsion procedures, and assigning alternative school placements (Sugai & Horner, 2002a). These discipline practices have been based on an underlying assumption that the behavior problems displayed by students are discrete; each instance of problem behavior is viewed and addressed as a separate, unrelated issue. Such practices fail to consider the context in which the behaviors occur, and fail to incorporate a systems level approach for reducing challenging behaviors. Moreover, these disciplinary interventions fail to teach students new skills for dealing with intense emotional situations that trigger undesirable behavior outbursts. 17 During the period of the 1960s through the 1980s, strategies for

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classroom disruptions, hate speech, and fighting (Advancement Project & Civil Rights Project, 2000). The Gun-Free Schools Act (GFSA) requires each state to submit an annual report that provides the following information: the number of students expelled (by firearm type and the school level), the number of expulsions shortened, and the number of expelled students sent to alternative school (U.S. Department of Education, 2000). The Florida Department of Education, Division of Public Schools and Community Education, Bureau of Equity, Safety and School Support, keeps statewide data for expelled students (1998- 1999 and 1999-2000 Statewide Report on School Safety and Discipline

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disruptions, hate speech, and fighting (Advancement Project & Civil Rights Project, 2000). 39 The Gun-Free Schools Act (GFSA) requires each state to submit an annual report that provides the following information: the number of students expelled (by firearm type and the school level), the number of expulsions shortened, and the number of expelled students sent to alternative school (U.S. Department of Education, 2000). The Florida Department of Education, Division of Public Schools and Community Education, Bureau of Equity, Safety and School Support, keeps statewide data for expelled students (19981999 and 1999-2000 Statewide Report on School Safety and Discipline Data,

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literature and theory will be explored in chapter five of this study. Text analysis, according to Glaser and Strauss (1967), provides a method to address each research question by making sense or understanding the abstract phenomena. The researcher is able to generate themes surrounding the actions, interactions, and perceptions of people (Glaser & Strauss, 1967). The data from the field emerges as a “set of well-developed concepts related through statements of relationship, which together constitute an integrated framework that can be used to explain or predict phenomena”, Glaser and Strauss (1967). The method of the study was a from

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of the different key stakeholders differed and if so, how they differed. Text analysis, according to Glaser and Strauss (1967), provides a method to address each research question by making sense or understanding the abstract phenomena. The researcher is able to generate themes surrounding the actions, interactions, and perceptions of people (Glaser & Strauss, 1967). The data from the field emerges as a “set of well-developed concepts related through statements of relationship, which together constitute an integrated framework that can be used to explain or predict phenomena” (Strauss & Corbin, 1998, p. 15). The method of the study was conceptualized

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a gun-related bill, is often believed to be the genesis of zero-tolerance policies (Christensen, 2003). The act required schools to expel automatically for 1-year students who bring a gun to school. Any school that failed to implement this law risked losing federal education funds. Shortly after national adoption of weapons-related zero tolerance, school districts began extending the policy’s purview to other undesirable behavior such as drugs, violence, threats, classroom disruptions, hate speech, and fighting (Advancement Project & Civil Rights Project, 2000). The Gun-Free Schools Act (GFSA) requires each state to submit an

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a gun-related bill, is often believed to be the genesis of zero-tolerance policies (Christensen, 2003). The act required schools to expel automatically for 1-year students who bring a gun to school. Any school that failed to implement this law risked losing federal education funds. Shortly after national adoption of weapons-related zero tolerance, school districts began extending the policy’s purview to other undesirable behavior such as drugs, violence, threats, classroom disruptions, hate speech, and fighting (Advancement Project & Civil Rights Project, 2000). 39 The Gun-Free Schools Act (GFSA) requires each state to submit

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as outbursts, anxiety, and avoidance (Favell & Rincover, 1983 as cited in Dunlap, 2009). The 1980s saw a paradigm shift in the treatment of severely challenging behaviors. Not only were aversive treatments thought to be morally distasteful, but there was also recognition that in order to increase quality of life, challenging behaviors must not only be reduced, but positive behaviors must also be increased. Research began to focus on why problem behaviors occurred, which led to applied behavior analysis (ABA) and functional analysis of behaviors (Dunlap, 2009). Rather than an emphasis on punishment to alter problem behaviors, an

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anxiety, and avoidance (Favell & Rincover, 1983 as cited in Dunlap et al., 2009). The 1980s saw a paradigm shift in the treatment of severely challenging behaviors. Not only were aversive treatments thought to be morally distasteful, but there was also recognition that in order to increase quality of life, challenging behaviors must not only be reduced, but positive behaviors must also be increased. Research began to focus on why problem behaviors occurred, which led to applied behavior analysis (ABA) and functional analysis of behaviors (Dunlap et al., 2009). Rather than an emphasis on punishment to alter problem

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for students with disabilities. IDEA also required that schools apply the SWPBS approach to students who have not already been identified as eligible for special education if the school had knowledge that the student is at risk for needing special education services due to their behaviors (IDEA, 1997). The basis of such knowledge can be from parent or teacher reports, or if the behavior of the student has demonstrated the need. This broad basis underscored the need for schools to adopt the SWPBS approach for all students, which resulted in the development of school-wide

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for students with disabilities. IDEA also required that schools apply the PBS approach to students who have not already been identified as eligible for special education if the school had knowledge that the student is at risk for needing special education services due to their behaviors (IDEA, 1997). The basis of such knowledge can be from parent or teacher reports, or if the behavior of the student has demonstrated the need. This broad basis underscored the need for schools to adopt the PBS approach for all students, which resulted in the development of school-wide

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over school violence, school district administrators have increased their reliance on exclusionary measures as a means of deterring and punishing students who are violent on campus (Price, 2002). The removal of students from the school setting for disciplinary purposes has been one of the most commonly used practices for dealing with students who exhibit problem behaviors (Lyons, 2003). Sautner (2001) reported that although expulsions were used, “no school district was able to demonstrate its effectiveness in improving student conduct”. In short, if the threat of removal, suspension, does not work to

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school violence, school district administrators have increased their reliance on exclusionary 40 measures as a means of deterring and punishing students who are violent on campus (Price, 2002). The removal of students from the school setting for disciplinary purposes has been one of the most commonly used practices for dealing with students who exhibit problem behaviors (Lyons, 2003). Sautner (2001) reported that although expulsions were used, “no school district was able to demonstrate its effectiveness in improving student conduct” (p. 210). In short, if the threat of expulsion does not work

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making serious violent threats and carrying out those threats in some cases. As a result of the increase in intensity and frequency of serious behavior problems, school districts have developed comprehensive discipline procedures that include catching future instances of problem behaviors via close monitoring, restating rules and consequences for undesirable behaviors, having a continuum of consequences for repeat offenders, exercising consistency in how staff responds to problem behaviors, and emphasizing final consequences to inhibit future problem behaviors (Sugai & Horner, 2002). When the school discipline approaches listed above fail to reduce serious

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that there have even been incidents of preschoolers making serious violent threats. As a result of the increase in intensity and frequency of serious behavior problems, school districts have developed comprehensive discipline procedures that include catching future instances of problem behaviors via close monitoring, restating rules and consequences for undesirable behaviors, having a continuum of consequences for repeat offenders, exercising consistency in how staff responds to problem behaviors, and emphasizing final consequences to inhibit future problem behaviors (Sugai & Horner, 2002a). When the school discipline approaches listed above fail to reduce serious

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includes school-wide, classroom, nonclassroom, and individual student perspectives. In the SWPBS framework, behavior supports are placed on a continuum based upon the needs of the student, and a model of prevention is embraced by all stakeholders and applied to all students. This model points toward examining how the school functions as a whole, rather than looking to classroom management styles of one teacher or the behavior of one student. Accordingly, Sugai and Horner (2002) outlined a fivestep process for implementing SWPBS. These steps are (1)

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school-wide, classroom, non-classroom, and individual student perspectives. In the PBS framework, behavior supports are placed on a continuum based upon the needs of the student, and a model of prevention is embraced by all stakeholders and applied to all students. This model points toward examining how the school functions as a whole, rather than looking to classroom management styles of one teacher or the behavior of one student. Accordingly, Sugai and Horner (2002a) outlined a five-step process for implementing SWPBS. These steps are

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strategies being implemented into the structure of the in-school suspension classroom. For some students, their poor academic performance begins a process of rejection, withdrawal from school, and delinquent acts in society. This chain of events is also seen in students with undiagnosed learning problems. Frustrated and embarrassed by their low grades, those students become disruptive in the classroom and, subsequently, are treated as behavior problems by teachers. Eventually, the student is consistently placed in the in-school suspension setting, is suspended, and expelled,

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supports the findings cited above pointing to the disproportionate expulsion of males. For some students, their poor academic performance begins a process of rejection, withdrawal from school, and delinquent acts in society. This chain of events is also seen in students with undiagnosed learning problems. Frustrated and embarrassed by their low grades, those students become disruptive in the classroom and, subsequently, are treated as behavior problems by teachers. Eventually, the student is suspended and expelled or drops out of school, and the movement toward

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the normalization/inclusion movement that emerged over the past 150 years (Carr, 2002) extended rights to individuals and groups who have been marginalized by mainstream society. This has led to current educational practices of including students with disabilities with regular education students rather than segregating them into self-contained special education classrooms. Third, PBS looks to person-centered values to inform strategies that serve to “enhance personal dignity and opportunities for choice” (Carr, 2002). Carr and colleagues (2002) outlined how functional behavior investigation, the

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movement that emerged 20 over the past 150 years (Carr et al., 2002) extended rights to individuals and groups who have been marginalized by mainstream society. This has led to current educational practices of including students with disabilities with regular education students rather than segregating them into self-contained special education classrooms. Third, PBS looks to person-centered values to inform strategies that serve to “enhance personal dignity and opportunities for choice” (p. 6, Carr et al., 2002). Carr and colleagues (2002) outlined how

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data, attendance and demographical trends relating to BTISD and Caden Middle School. Finally, selective coding allowed a central phenomenon to emerge. Each theme surrounds a core or central category that fuses or grounds the data together. These themes are the groundwork toward developing a theory by providing a means by which a theory can be integrated (Corbin & Strauss, 1990). The findings from this study are viewed as groundwork for further studies. Triangulation Triangulation is a procedure used by qualitative researchers to explore or

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The field notes and key artifacts provided additional validation to various themes. Finally, selective coding allowed a central phenomenon to emerge. Each theme surrounds a core or central category that fuses or grounds the data together. These themes are the groundwork toward developing a theory by providing a means by which a theory can be integrated (Corbin & Strauss, 1990). The findings from this study are viewed as groundwork for further studies. Finally, as experienced in the pilot study, to strengthen the reliability of

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sensitive to the underlying phenomenon of interest (Denzin & Lincoln, 1994; Merriam, 1998). The researcher followed and completed the required university procedures for conducting this study. The university Institutional Review Board (IRB) reviews all studies before permission is granted to initiate the study. Since the study involved human subjects the appropriate IRB and informed consent procedures were followed for ethical and legal reasons. The IRB granted approval to conduct the study. The research method that best met the goals of the study, and

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be indicated by the data over and over again (Corbin & Strauss, 1990). The researcher followed and completed the required university procedures for conducting this study. The university Institutional Review Board (IRB) reviews all studies before permission is granted to initiate the study. Since the study involved human subjects the appropriate IRB and informed consent procedures were followed for ethical and legal reasons. The IRB granted approval to conduct the study. Upon completion of the data collection and data analysis the IRB conducted

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and emphasizing final consequences to inhibit future problem behaviors (Sugai & Horner, 2002). When the school discipline approaches listed above fail to reduce serious challenging behaviors, and the number and intensity of problem behaviors continue to rise, school districts have reacted by initiating zero tolerance policies, hiring security guards, installing surveillance cameras and metal detectors, mandating school uniforms, implementing detention, suspension, and expulsion procedures, and assigning alternative school placements (Sugai & Horner, 2002). These discipline practices have been based on an underlying assumption that

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and emphasizing final consequences to inhibit future problem behaviors (Sugai & Horner, 2002a). When the school discipline approaches listed above fail to reduce serious challenging behaviors, and the number and intensity of problem behaviors continue to rise, school districts have reacted by initiating zero tolerance policies, hiring security guards, installing surveillance cameras and metal detectors, mandating school uniforms, implementing detention, suspension, and expulsion procedures, and assigning alternative school placements (Sugai & Horner, 2002a). These discipline practices have been based on an underlying assumption that

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use of drugs or alcohol, possession of drug paraphernalia, and chronic misbehavior. Individuals with Disabilities in Education Act (IDEA)—A federal law mandating that students with disabilities receive a free appropriate public education in the least restrictive environment with related and supplementary aids and services. The IDEA was amended resulting in several changes to the law, including the addition of a discipline provision for eligible students (Wright & Wright, 2000). Suburb(an) – a residential area lying immediately outside a larger city or

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be provided to the student” (Grzywacz et al., 2000, pp. 6-7). Individuals with Disabilities in Education Act (IDEA): A federal law mandating that students with disabilities receive a free appropriate public education in the least restrictive environment with related and supplementary aids and services. The IDEA was amended resulting in several changes to the law, including the addition of a discipline provision for eligible students (Wright & Wright, 2000). Manifestation Determination (MD): “An analysis of the causal relationship between a student’s

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perceptions of the key stakeholders. Data analysis, transcription, and member-checking will assist in tracing events over time, capturing interviews with key stakeholders, and bringing together the emerging themes derived from the collected data (Pandit, 1996). In text analysis one does not begin with a theme, but rather, one begins with an area of study and what is relevant to that area is allowed to emerge (Creswell, 2007). Participants Purposeful sampling (Creswell, 2007) will be used in this

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used to organize and analyze the collected data. Data analysis software can assist in tracing events over time, capturing interviews with key stakeholders, and bringing together the emerging themes derived from the collected data (Pandit, 1996). In text analysis one does not begin with a theme, but rather, one begins with an area of study and what is relevant to that area is allowed to emerge (Strauss & Corbin, 1998). This study was developed in an effort to better

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behavior of one student. Accordingly, Sugai and Horner (2002) outlined a fivestep process for implementing SWPBS. These steps are (1) Establish a school leadership team; (2) Secure school-wide supports from staff; (3) Develop data-based action plans; (4) Arrange for high fidelity of implementation; and (5) Conduct formative data-based monitoring. In 2002, there were about 500 schools across the nation implementing SWPBS (Sugai & Horner, 2002). By 2008, more than 5300 schools were implementing SWPBS (Frey, Lingo,

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of one student. Accordingly, Sugai and Horner (2002a) outlined a five-step process for implementing SWPBS. These steps are (1) Establish a school leadership team; (2) Secure school-wide supports from staff; (3) Develop data-based action plans; (4) Arrange for high fidelity of implementation; and (5) Conduct formative data-based monitoring. In 2002, there were about 500 schools across the nation implementing SWPBS (Sugai & Horner, 2002a). By 2008, more than 5300 schools were implementing SWPBS (Frey, Lingo,

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dispense discipline consequences under zero tolerance policies further segregates students of color who are already at risk for school failure. As a qualitative study, the intent is not to generalize findings, but rather to contribute to the literature a richer, more in-depth understanding of the findings. Implicit within this research approach is a post-positivistic lens where truth is presented from the participants’ perspective. Previous research often did not allow multiple key stakeholders to express their

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(1999) all suggest that expulsion under zero tolerance policies further segregates students who are already at risk for school failure. As a qualitative study, the intent is not to generalize findings, but rather to contribute to the literature a richer, more in-depth understanding of the findings. Implicit within this research approach is a post-positivistic lens where truth is presented from the participants’ perspective. This methodology was particularly appropriate for this study because historically most studies

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in-school suspension program will be provided. In-school suspension or (ISS) programs are a necessary disciplinary tool. While schools need to develop better strategies for responding to the underlying causes for behavior problems, educators must be able to remove chronically disruptive or violent children from the current school setting in order to assure safety and meet the needs of the other students. If, however, the placements of the student into the ISS setting are to be

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are reviewed to further explain the basis for current expulsion procedures. Expulsions are a necessary disciplinary tool. While schools need to develop better strategies for responding to the underlying causes for behavior problems, educators must be able to remove chronically disruptive or violent children from the current school setting in order to assure safety and meet the needs of the other students. If, however, expulsions are to be effective disciplinary devices, they must be imposed fairly,

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direction, and without charge; (b) meet the standards of the state education agency; (c) include an appropriate preschool, elementary, or secondary school education in the state involved; and (d) are provided in conformity with the IEP of a student with a disability. FAPE is available to all children ages 3 through 21 with disabilities, including those who have been expelled (Wright & Wright, 2000). Functional Behavior Assessment (FBA)—“A systematic process for describing problem behavior, and

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and without charge; (b) meet the standards of the state education 28 agency; (c) include an appropriate preschool, elementary, or secondary school education in the state involved; and (d) are provided in conformity with the IEP of a student with a disability. FAPE is available to all children ages 3 through 21 with disabilities, including those who have been expelled (Wright & Wright, 2000). Fourteenth Amendment to the US Constitution: States that no state shall make

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research questions that guided the study prompted its use as a methodology. Researchers using text analysis approach may rely heavily on interviews as a method of data collection (Charmaz, 2000). Interviews are used as a way to capture the experiences and perceptions of participants in their own words (Charmaz, 2000). Interviewing was the method of collecting data for this study. Semi-structured one-on-one one-on-one interviews with open-ended questions were used to give the

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questions that guided the study prompted its use as a methodology. 59 Researchers using text analysis approach may rely heavily on interviews as a method of data collection (Charmaz, 2000). Interviews are used as a way to capture the experiences and perceptions of participants in their own words (Charmaz, 2000). Interviewing was the method of collecting data for this study. Semi-structured one-onone one-onone interviews with open-ended questions were used to give the key

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interventions to prevent or build capacity within the students to self-manage. Other federal policies which intend to protect the safety of school staff and students, such as the Gun Free School Act (1994), are based on zero tolerance beliefs and do not allow for special considerations based on student individuality or disabilities. Throughout the U.S. history, there are two altered policy streams that have been used to address juvenile delinquency and

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for educational purposes, manifest their disabilities by exhibiting delinquent behaviors in schools. Other federal policies which intend to protect the safety of school staff and students, such as the Gun Free School Act (1994), are based on zero tolerance beliefs and do not allow for special considerations based on student individuality or disabilities. Throughout the U.S. history, there are two different policy streams that have been used to address juvenile delinquency and

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The findings from this study are viewed as groundwork for further studies. Triangulation Triangulation is a procedure used by qualitative researchers to explore or study an issue. In any study, there are concerns of threats to verification and trustworthiness. Triangulation is also a way to look at consistency in the data. In this study, the triangulation of methodology used consisted of key stakeholder interviews, interview notation transcriptions, field notes, and key artifacts. The

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primary rater’s codes an inter-rater agreement of 85% was reached. Triangulation Triangulation is a procedure used by qualitative researchers to explore or study an issue. In any study, there are concerns of threats to verification and trustworthiness. Triangulation is also a way to look at consistency in the data. In this study, the triangulation of methodology used consisted of audio taped key stakeholder interviews, interview transcriptions, field notes, and key artifacts.

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led to applied behavior analysis (ABA) and functional analysis of behaviors (Dunlap, 2009). Rather than an emphasis on punishment to alter problem behaviors, an emphasis on the need for preventative practices emerged. By 1987, the United States Department of Education funded research for non-aversive behavior interventions, which led to the coining of a new term, school-wide positive behavior support or (SWPBS). School-Wide Positive Behavior Support

Sularski 2010

applied behavior analysis (ABA) and functional analysis of behaviors (Dunlap et al., 2009). Rather than an emphasis on punishment to alter problem behaviors, an emphasis on the need for preventative practices emerged. By 1987, the United States Department of Education funded research for non-aversive behavior interventions, which led to the coining of a new term, positive behavior support (PBS). PBS was focused on addressing severe disabilities and

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use of positive interventions as behavioral change strategies (Sugai and Horner, 2002; Turnbull, Wilcox, Stowe, and Turnbull, 2001). As a result of this mandate, there was so much interest in and research on PBS that in 1999 a new peer reviewed publication emerged, the Journal of Positive Behavior Interventions. By the late 1990s and early 2000s, SWPBS was applied to early intervention with young children (Fox, Dunlap, Hemmeter,

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use of positive interventions as behavioral change strategies (Sugai and Horner, 2002b; Turnbull, Wilcox, Stowe, and Turnbull, 2001). As a result of this mandate, there was so much interest in and research on PBS that in 1999 a new peer reviewed publication emerged, the Journal of Positive Behavior Interventions. By the late 1990s and early 2000s, PBS was applied to early intervention with young children (Fox, Dunlap, Hemmeter,

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model of out of school suspension or OSS. Blomberg defined ISS as a: Discipline model where a student is removed from the classroom and compelled to stay in an ISS center for a variable length of time, ranging from part of a day to several days in a row. The ISS center is a precise staffed room where innumerable behavior altering strategies, extending from punitive to

Blomberg 2004

problematic and controversial. The operant definition in this paper for ISS is a discipline model where a student is removed from the classroom and compelled to stay in an ISS center for a variable length of time, ranging from part of a day to several days in a row. The ISS center is a specific staffed room where various behavior changing strategies, ranging from punitive to

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to help children and adults who exhibited challenging behavior. More recently, SWPBS has been implemented at school-wide and program-wide levels. In these settings, all school staff work together to teach behavioral expectations and social skills, and to provide individualized interventions to those students most at risk for future problems (Fox, 2005). Carr and colleagues highlighted that PBS emerged from three major areas.

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to help children and adults who exhibited challenging behavior. More recently, PBS has been implemented at school-wide and program-wide levels. In these settings, all school staff work together to teach behavioral expectations and social skills, and to provide individualized interventions to those students most at risk for future problems (Fox, et al., 2005). Carr and colleagues highlighted that PBS emerged from three

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Positive Behavior Interventions and Supports, 2009). According to the research literature, SWPBS has been implemented at school-wide and program-wide levels. In these settings, all school staff work together to teach behavioral expectations and social skills, and to provide individualized interventions to those students most at risk for future problems (Fox, 2005). This is something that administration and teacher leaders at Caden Middle

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to help children and adults who exhibited challenging behavior. More recently, PBS has been implemented at school-wide and program-wide levels. In these settings, all school staff work together to teach behavioral expectations and social skills, and to provide individualized interventions to those students most at risk for future problems (Fox, et al., 2005). Carr and colleagues highlighted that PBS emerged from three

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Plan (IEP)—“The IEP constitutes a written statement of each special education Functional Behavior Assessment (FBA): A systematic process for describing problem behavior, and identifying the environmental factors and surrounding events associated with the problem behavior” (Office of Special Education Programs Center on Positive Behavioral Interventions and Supports, 1999, p. 13). Exclusionary discipline—this designation applies to any means of discipline that requires

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the place to be searched, the persons or things to be seized. Functional Behavior Assessment (FBA): “A systematic process for describing problem behavior, and identifying the environmental factors and surrounding events associated with the problem behavior” (Office of Special Education Programs Center on Positive Behavioral Interventions and Supports, 1999, p. 13). Incident: A specific criminal act or offense involving one or more victims

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basic terminology and concepts that have contributed to the formulation of SWPBS such as stimulus-response, setting events, reinforcing consequences, shaping, and prompting. Applied behavior analysis also gave rise to functional analysis, which serves to identify the purpose of behaviors via specific assessment procedures. Second, the normalization/inclusion movement that emerged over the past 150 years (Carr, 2002) extended rights to individuals and

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basic terminology and concepts that have contributed to the formulation of PBS such as stimulus-response, setting events, reinforcing consequences, shaping, and prompting. Applied behavior analysis also gave rise to functional analysis, which serves to identify the purpose of behaviors via specific assessment procedures. Second, the normalization/inclusion movement that emerged 20 over the past 150 years (Carr et al., 2002) extended rights

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to review transcriptions. They will be encouraged to edit and provide feedback. This ongoing series of checks contributed to the study’s validity. Despite these measures there might be those participants who, upon reading the final dissertation, might not be in agreement with some findings in the study. Consequently, I will inform all participants who would be willing to discuss the results

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to edit and provide feedback. Pseudonyms were used for purposes of confidentiality. This ongoing series of checks contributed to the study’s validity. Despite these measures there might be those participants who, upon reading the final dissertation, might not be in agreement with some findings in the study. Consequently, I informed all participants that I would be willing to discuss the results

Record of Study, 2012

their families, via a life-span perspective rather than a short-term approach. It also offers ecological validity and meaningful application in real-world settings. The application of PBS is a collaborative process involving participants from different systems in conjunction with interventions that are practical and desirable for stakeholders. Further, SWPBS interventions are proactive rather than reactive. Another factor that is unique

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and their families, via a life-span perspective rather than a shortterm approach. It also offers ecological validity and meaningful application in real-world settings. The application of PBS is a collaborative process involving participants from different systems in conjunction with interventions that are practical and desirable for stakeholders. Further, PBS interventions are proactive rather than reactive. Another factor that is unique

Record of Study, 2012

defined and valued by stakeholders; research validated practices; data-driven decision making; and a process level perspective (committees, families, administrative leadership, etc.). To make these elements more manageable and behavioral changes more sustainable, Sugai and Horner emphasized the need to organize a multi-systems approach that includes school-wide, classroom, nonclassroom, and individual student perspectives. In the SWPBS framework, behavior supports are

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and valued by stakeholders; research validated practices; data-driven decision making; 22 and a process level perspective (committees, families, administrative leadership, etc.). To make these elements more manageable and behavioral changes more sustainable, Sugai and Horner emphasized the need to organize a multi-systems approach that includes school-wide, classroom, non-classroom, and individual student perspectives. In the PBS framework, behavior supports

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now widely accepted, multi-tiered framework for SWPBS. The application of SWPBS continued to expand. In 2001, the NJDOE Division of Early Childhood Education mandated the use of PBS in all Abbott preschool programs (NJDOE, 2001). In 2003, the Association for Positive Behavior Support, which focused on promoting research strategies, personfocused ethics, and structures change to increase value of life and reduce

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now widely accepted, multi-tiered framework for PBS. The application of PBS continued to expand. In 2001, the NJDOE Division of Early Childhood Education mandated the use of PBS in all Abbott preschool programs (NJDOE, 2001). In 2003, the Association for Positive Behavior Support, which focused on promoting research strategies, person-centered values, and systems change to increase quality of life and

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is consistent with the core principles of RtI. Similar to RtI, SWPBS offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems. Both RtI and SWPBS are grounded in differentiated instruction. Each approach delineates critical factors and

Sandomierski 2007

is consistent with the core principles of RtI. Similar to RtI, PBS offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems. Both RtI and PBS are grounded in differentiated instruction. Each approach delimits critical factors and

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21 with disabilities, including those who have been expelled (Wright & Wright, 2000). Functional Behavior Assessment (FBA)—“A systematic process for describing problem behavior, and identifying the environmental factors and surrounding events associated with the problem behavior” (Office of Special Education Programs Center on Positive Behavioral Interventions and Supports, 1999). Incident: A specific criminal act or offense involving one or more victims

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the place to be searched, the persons or things to be seized. Functional Behavior Assessment (FBA): “A systematic process for describing problem behavior, and identifying the environmental factors and surrounding events associated with the problem behavior” (Office of Special Education Programs Center on Positive Behavioral Interventions and Supports, 1999, p. 13). • Incident: A specific criminal act or offense involving one or

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a transcriber. The key artifacts emerged from reviewing instructional and discipline data, communication between the key stakeholders, and items key-stakeholders brought to the researcher’s attention. The researcher developed a narrative that summaries the findings that emerged during the analysis process which is included in the next chapter. Data Analysis Procedures Creswell (1994) stated, “Data analysis requires that the researcher

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observations and personal notes. The key artifacts emerged from reviewing student records, communication between the key stakeholders, and items key stakeholders brought to the researcher’s attention. The researcher developed a narrative that summaries the findings that emerged during the analysis process which is included in the next chapter. 68 Chapter 4 Results In this chapter the results are presented as

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students. If, however, the placements of the student into the ISS setting are to be effective disciplinary devices, they must be imposed fairly, consistently and, as a consequence for clearly defined misconduct (Gallegos, 1998). Several studies have also investigated the role of gender as a significant variable in placements. Palley (2002) reported findings from a national dataset from the Safe

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safety and meet the needs of the other students. If, however, expulsions are to be effective disciplinary devices, they must be imposed fairly, consistently and, as a consequence for clearly defined misconduct (Gallegos, 1998). Several studies have also investigated the role of gender as a significant variable in expulsions. Palley (2002) reported findings from a national dataset from the Safe

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a tool to diminish the recidivism rate of students of color. Conclusion The results illuminate the rich and personal perceptions of each participant. The current study is especially valuable due to the qualitative richness it adds to this body of literature. Recognizing the gaps in information between the three groups of key stakeholders interviewed will assist and challenge school districts

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with this individual student share their perception of the same expulsion meeting. The results illuminate the rich and personal perceptions of each participant. The current study is especially valuable due to the qualitative richness it adds to this body of literature. Recognizing the gaps in information between the four groups of key stakeholders interviewed will assist and challenge school districts

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(AIR). Ripple Effects WSIS also draws theory directly from many academic disciplines and traditions. Sources of these insights, strategies and processes are more disparate. They cross disciplines, cross cultures, cross boundaries of time and space. The sheer scope of this distributed knowledge requires some system for organizing it. This program is one of the major support systems that the district

Ripple Effects 2009

to three things:
Accuracy of information
Integrity of evidence
Real-world applicability and traditions. Sources of these insights, strategies and processes are more disparate. They cross disciplines, cross cultures, cross boundaries of time and space. The sheer scope of this distributed knowledge requires some system for organizing it. THEORY FROM FIVE DIRECTIONS Sources of factual data Ripple Effects WSIS draws

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Caden Middle School are challenged by data that demonstrates incomplete academic success. The public’s perceptions that school campuses were inherently unsafe led to the Gun- Free Schools Act of 1994. This Act, although originally a gun-related bill, is often believed to be the genesis of zero-tolerance policies (Christensen, 2003). The act required schools to expel automatically

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mandates predetermined consequence/s or 5 punishment for specific offenses (Christensen, 2003). The public’s perceptions that school campuses were inherently unsafe led to the Gun-Free Schools Act of 1994. This Act, although originally a gun-related bill, is often believed to be the genesis of zerotolerance policies (Christensen, 2003). The act required schools to expel automatically for

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system does not include them in the options it presents to offenders. Free Appropriate Public Education (FAPE)—Special education and related services that (a) have been provided at public expense, under public supervision and direction, and without charge; (b) meet the standards of the state education agency; (c) include an appropriate preschool, elementary, or secondary school education in

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Expulsion: Exclusion from regular student activities for more than 10 school days. Free Appropriate Public Education (FAPE): Special education and related services that (a) have been provided at public expense, under public supervision and direction, and without charge; (b) meet the standards of the state education 28 agency; (c) include an appropriate preschool, elementary, or secondary school education

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Eventually, the student is consistently placed in the in-school suspension setting, is suspended, and expelled, or drops out of school, and the movement toward delinquency proceeds (Bernstein & Rulo, 1976). There are a few qualitative studies that interview students and parents of students who have been placed in alternative educational settings, but these studies do not include interviews

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and, subsequently, are treated as behavior problems by teachers. Eventually, the student is suspended and expelled or drops out of school, and the movement toward delinquency proceeds (Bernstein & Rulo, 1976). There are a few qualitative studies that interview students and parents of students who have been expelled but these studies do not include interviews of district administrators and

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of need. One such approach is called Response to Intervention, or RtI. RtI is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data t important educational decisions” (Batsche, 2006). SWPBS is a process that is

Sandomierski 2007

such approach is called Response to Intervention, or RtI. Response to Intervention (RtI) is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions” (Batsche et al., 2006). Based on a problem-solving

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in improving student conduct”. In short, if the threat of removal, suspension, does not work to prevent students from behaving violently, then such students will be expelled so their behavior cannot further endanger their peers on the mainstream campuses and zero tolerance policies are followed. This current way of thinking supports literature that engages in discourse that

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improving student conduct” (p. 210). In short, if the threat of expulsion does not work to prevent students from behaving violently, then such students will be expelled so their behavior cannot further endanger their peers on the mainstream campuses and zero tolerance policies are followed. High School Data The study looked at the perceptions students have of

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study as an attempt to portray the participants as individual entities. Method This was a qualitative study that used in-depth interviewing as the method of data collection. A text analysis approach was used to analyze the collected data. The following research questions were addressed: Research Questions The research questions include: 1. How do the primary key

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of data collection, followed by a description of the data analysis process. This was a qualitative study that used in-depth interviewing as the method of data collection. A text analysis approach was used to analyze the collected data. The following research questions were addressed: 1. How do the primary key stakeholders involved in expulsion experience the

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to eliminate practices that promote the achievement gap among students of color. The data collected helped to identify what district officials should provide to students and parents to allow them to make informed choices and to improve the primary key stakeholder understanding of the SWPBS and the ISS program. Finally, this problem of practice will support

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educators and legislators to consider new programs and to eliminate existing programs. The data collected helped to identify what district officials should provide to students and parents to allow them to make informed choices and to improve the primary key stakeholder understanding of the expulsion process. Finally, the data identified areas where high school administrators may

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1999 and 1999-2000 Statewide Report on School Safety and Discipline Data, 2001). These data include violent acts, alcohol and drugs, property crimes, weapons possession, and fighting. School boards have the legal right to separate a student from the district if the offense/s falls within the guidelines of the Education Code for expulsion (Florida Department

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(19981999 and 1999-2000 Statewide Report on School Safety and Discipline Data, 2001). These data include violent acts, alcohol and drugs, property crimes, weapons possession, and fighting. School boards have the legal right to separate a student from the district if the offense/s fall within the guidelines of the Education Code for expulsion (Florida Department

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emotionally and behaviorally disturbed individuals. The event that spiraled SWPBS into schoolbased interventions was the 1997 Individual with Disabilities Education Act (IDEA), which required the use of functional behavioral analysis (FBA) and the use of positive interventions as behavioral change strategies (Sugai and Horner, 2002; Turnbull, Wilcox, Stowe, and Turnbull, 2001). As a result of this

Sularski 2010

and behaviorally disturbed individuals. The event that spiraled PBS into school-based interventions was the 1997 Individual with Disabilities Education Act (IDEA), which required the use of functional behavioral analysis (FBA) and the use of positive interventions as behavioral change strategies (Sugai and Horner, 2002b; Turnbull, Wilcox, Stowe, and Turnbull, 2001). As a result of this

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NJDOE Preschool Program and Implementation Guidelines (NJDOE, 2008a) strengthened the mandate for the use of PBS by citing a specific PBS model: the Social Emotional Teaching Pyramid Model proposed by Fox, Jack, & Broyles (2005). This PBS model will be reviewed later in this chapter. Ripple Effects One of the intervention programs put in place in 2011-2012

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Preschool Program and Implementation Guidelines (NJDOE, 2008a) strengthened the mandate for 19 the use of PBS by citing a specific PBS model: the Social Emotional Teaching Pyramid Model proposed by Fox, Jack, & Broyles (2005). This PBS model will be reviewed later in this chapter. Positive Behavior Supports The aim of PBS is to decrease problem behaviors

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of Special Education Programs Center on Positive Behavioral Interventions and Supports, 1999). Incident: A specific criminal act or offense involving one or more victims and one or more offenders. Individual Education Plan (IEP)—“The IEP constitutes a written statement of each special education Functional Behavior Assessment (FBA): A systematic process for describing problem behavior, and

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Education Programs Center on Positive Behavioral Interventions and Supports, 1999, p. 13). Incident: A specific criminal act or offense involving one or more victims and one or more offenders. • Individual Education Plan (IEP): “The IEP constitutes a written statement of each special education student’s present level of educational performance, including 29 how the disability

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which may extend the literature in this area. The aim of SWPBS is to decrease problem behaviors and increase positive behaviors in order to influence the quality of life for individuals with behavioral disabilities or other disorders that impact behavior (Carr, 2007; Carr, 2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior

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reviewed later in this chapter. Positive Behavior Supports The aim of PBS is to decrease problem behaviors and increase positive behaviors in order to influence the quality of life for individuals with behavioral disabilities or other disorders that impact behavior (Carr, 2007; Carr, et al. 2002; Office of Special Education Programs Technical Assistance Center on

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evaluate SWPBS programs in in-schools suspension settings. The aim of SWPBS is to decrease problem behaviors and increase positive behaviors in order to influence the quality of life for individuals with behavioral disabilities or other disorders that impact behavior (Carr, 2007; Carr, 2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior

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reviewed later in this chapter. Positive Behavior Supports The aim of PBS is to decrease problem behaviors and increase positive behaviors in order to influence the quality of life for individuals with behavioral disabilities or other disorders that impact behavior (Carr, 2007; Carr, et al. 2002; Office of Special Education Programs Technical Assistance Center on

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educational placements especially on the fifty-two campuses that are PBIS campuses. By giving each key stakeholder’s perception a voice and showing how their perceptions overlap, the study demonstrates where gaps in communication exist and where improvements are needed for supporting middle school students that are deep in adolescent development. The qualitative approach

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question or does not understand a word or item on a form. By giving each key stakeholder’s perception a voice and showing how their perceptions overlap, the study demonstrates where gaps in communication exist and where improvements are needed for supporting high school ninth grade students with ED. The qualitative approach used may

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word, that you care Canter and Canter, (1992). Tobin, Sugai, and Colvin (1996) “found that, for some students, suspension is primarily a predictor of further suspension, prompting the authors to conclude that for these students suspension functions as a reinforcer rather than a punisher”. When students are assigned in-school suspension, they are separated

Skiba 2000 Zero Tolerance

school population is decidedly not "getting the message." Indeed, Tobin et al. (1996) found that, for some students, suspension is primarily a predictor of further suspension, prompting the authors to conclude that for these students "suspension functions as a reinforcer...rather than as a punisher" (p. 91). sion and school dropout may not be

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while reducing their recidivism rate through the implementation of the SWPBS. ISS programs that assist in decreasing disruptive behaviors require constructive planning and implementation. A growing body of research offers school administrators some guiding principles in the development of effective ISS programs. Furthermore, the study will conduct this analysis through in-depth interviews to

Sisco 2006

a matter of “busy work” rather than meaningful curricula. In-school suspension programs that assist in decreasing disruptive behaviors require constructive planning and implementation. A growing body of research offers school administrators some guiding principles in the development of effective ISS programs. These include: • Set criteria for entry: Teachers should know that admission to

Record of Study, 2012

process, program, and effectiveness of that program when utilizing SWPBS systems interventions. A goal of interviewing multiple key stakeholders was to gain a systems perspective rather than the perspective of a single stakeholder. Through in-depth interviews, the study investigated the ISS process and its outcomes as perceived by the teachers, administrators, and

O'Neill 2007

it was sensible to investigate how key stakeholders viewed the expulsion process. A goal of interviewing multiple key stakeholders was to gain a systems perspective rather than the perspective of a single stakeholder. Through in-depth interviews the study investigated the expulsion process and its outcomes as seen by students whose primary disability

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Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009). SWPBS describes an approach for meeting the needs of children exhibiting challenging behaviors that examines the purpose of the behavior and focuses on teaching new skills to replace challenging behaviors. SWPBS originally focused on the development of behavior support plans to help

Sularski 2010

Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009). PBS describes an approach for meeting the needs of children exhibiting challenging behaviors that examines the purpose of the behavior and focuses on teaching new skills to replace challenging behaviors. PBS originally focused on the development of behavior support plans to help

Record of Study, 2012

individualized interventions to those students most at risk for future problems (Fox, 2005). Carr and colleagues highlighted that PBS emerged from three major areas. First, applied behavior analysis provided basic terminology and concepts that have contributed to the formulation of SWPBS such as stimulus-response, setting events, reinforcing consequences, shaping, and prompting.

Sularski 2010

to those students most at risk for future problems (Fox, et al., 2005). Carr and colleagues highlighted that PBS emerged from three major areas. First, applied behavior analysis provided basic terminology and concepts that have contributed to the formulation of PBS such as stimulus-response, setting events, reinforcing consequences, shaping, and prompting.

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are proactive rather than reactive. Another factor that is unique to SWPBS as a behavioral intervention approach is that participants accept alternate scientific practices such as qualitative measures, self-reports, and interviews rather than requiring traditional experimental research methods. Moreover, SWPBS embraces multiple theoretical perspectives from ecological, environmental, and community psychology (Carr,

Sularski 2010

are proactive rather than reactive. Another factor that is unique to PBS as a behavioral intervention approach is that participants accept alternate scientific practices such as qualitative measures, self-reports, and interviews rather than requiring traditional experimental research methods. Moreover, PBS embraces multiple theoretical perspectives from ecological, environmental, and community psychology (Carr,

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behaviors in a correctional facility for male juvenile offenders (Feinstein, 2003). SWPBS was focused on addressing severe disabilities and behaviors, and was based on research regarding applied behavior analysis from the early 1980s. By the early 1990s, the application of SWPBS expanded to not only the treatment of individuals with severe disabilities

Sularski 2010

to the coining of a new term, positive behavior support (PBS). PBS was focused on addressing severe disabilities and behaviors, and was based on research regarding applied behavior analysis from the early 1980s. By the early 1990s, the application of PBS expanded to not only the treatment of 18 individuals with severe

Record of Study, 2012

participants in this study. The interview findings from the study are specific to the school used in the study and, to a degree, to other high schools or school districts with similar pupil demographic characteristics. Role of the Researcher The purpose of this section is to explain the both the resistance

O'Neill 2007

this study. 2. The interview findings from the study may be limited to the school used in the study and, to a degree, to other high schools or school districts with similar pupil demographic characteristics. Role of the Researcher I was the primary instrument for the data collection and analysis. Consequently,

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key stakeholder interviews, interview notation transcriptions, field notes, and key artifacts. The interview transcriptions included multiple perspectives from the different key stakeholders. The field notes were completed following each interview and included the researcher’s observations and personal notes. All interview transcriptions were typed, and then re-typed by a transcriber.

O'Neill 2007

interview transcriptions, field notes, and key artifacts. The audio taped interviews and interview transcriptions included multiple perspectives from the different key stakeholders. The field notes were completed following each interview and included the researcher’s observations and personal notes. The key artifacts emerged from reviewing student records, communication between the key

Record of Study, 2012

programs continues to unfold and legislation regarding placement and frequency of placement evolves, developing the appropriate balance between competing rights of multiple stakeholders continues to be a challenge that can best be met through careful consideration of all involved. REFERENCES Advancement Project. (March, 2005). Education on lockdown: The schoolhouse to jailhouse

O'Neill 2007

themes. As research on the expulsion process continues to unfold and legislation evolves, developing the appropriate balance between competing rights of multiple stakeholders continues to be a challenge that can best be met through careful consideration of all involved. 132 References Advancement Project (2005, March). Education on lockdown: The schoolhouse to

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students were more likely to be placed in the in-school suspension than female students (Morgan, 1991). In a study of one school in Kentucky, Fasko (1995) found that male students were disproportionately expelled. The National Center for Educational Statistics (2003) shows 74,852 males were expelled from school throughout

O'Neill 2007

in Georgia found that male students were more likely to be expelled than female students (Morgan, 1991). In a study of one school in Kentucky, Fasko (1995) found that male students were disproportionately expelled. The National Center for 32 Educational Statistics (2003) shows 74,852 males were expelled from school

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specialized field of socialemotional learning has come from publications of the nonprofit Collaborative for Academic, Social and Emotional Learning (CASEL) and the American Institutes of Research (AIR). Ripple Effects WSIS also draws theory directly from many academic disciplines and traditions. Sources of these insights, strategies and processes are more disparate.

Ripple Effects 2009

of social-emotional learning has come from publications of the non profit Collaborative for Academic, Social and Emotional Learning (CASEL) and the American Institutes of Research (AIR). Ripple Effects WSIS also draws theory directly from many academic disciplines Page 1.2 The theoretical underpinnings of Ripple Effects’ technology-driven system

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Leffert, & Roehlkepartain, (1999). Gottfredson, Gottfredson, and Hybl (1993) “calculate that in six schools in Charleston, South Carolina, students lost 7,932 instructional days-44 years!-to in-school and out-of-school suspensions in a single academic year” Gottfredson, Gottfredson, and Hybl (1993). According to Blomberg (2000): “In-school suspension

Gaustad 1992

time. For example, Gottfredson and others (1989) calculate that in six middle schools in Charleston, South Carolina, students lost 7,932 instructional days--44 years!--to in-school and out-of-school suspensions in a single academic year. It is important to keep the ultimate goal in mind while working

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behavior support plans that were developed specifically for these boys (Freeman, 2006). At an elementary school in Illinois, SWPBS was credited with preventing another 3rd grade boy from being classified as a student with a disability (Freeman, 2006). In this case, the boy was exhibiting a variety of problem

Sularski 2010

that were developed specifically for these boys (Freeman, et al., 2006). 23 At an elementary school in Illinois, SWPBS was credited with preventing another 3rd grade boy from being classified as a student with a disability (Freeman, et al., 2006). In this case, the boy was exhibiting a variety

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Act and revision of IDEA, schools are being encouraged to turn toward proactive approaches that match the service a student receives with his/her level of need. One such approach is called Response to Intervention, or RtI. RtI is defined as “the practice of providing high-quality instruction and

Sandomierski 2007

Act and revision of IDEA, schools are being encouraged to turn towards proactive approaches that match the service a student receives with his/her level of need. One such approach is called Response to Intervention, or RtI. Response to Intervention (RtI) is defined as “the practice of providing high-quality

Record of Study, 2012

Prior and Tuller (1991) described how an ISS reduced OSS numbers substantially: “In a large-scale report of a district in Des Moines, Iowa and its ten public middle schools and five public high schools, the positive result of ISS is celebrated by the fact that OSS suspensions were

Blomberg 2004

examined large school districts to try and determine the effectiveness of ISS. In a large scale report of a district in Des Moines, Iowa and its ten public middle schools and five public high schools, the positive effect of ISS is noted by the fact that OSS suspensions were

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safety of staff and students, and create an environment conducive to learning. Effective school discipline strategies seek to encourage responsible behavior and to provide all students with a satisfying school experience as well as to discourage misconduct” (Gaustad, 1992). Major (1990) posited, “We punish so that students will know

Gaustad 1992

of good behavior is necessary, but not sufficient to ensure academic growth." Effective school discipline strategies seek to encourage responsible behavior and to provide all students with a satisfying school experience as well as to discourage misconduct. WHAT SCHOOL CHARACTERISTICS ARE ASSOCIATED WITH DISCIPLINE PROBLEMS?When Johns Hopkins University

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abstract explanation for the process being studied in the research (Creswell, 2002). Field notes were taken during the interview and key artifacts were obtained. The field notes and key artifacts provided additional validation to various themes. Examples of key artifacts are as follows: Meeting agendas, instructional data, discipline

O'Neill 2007

paradigm. Axial coding provided a way to relate categories and subcategories together. Field notes were taken during the interview and key artifacts were obtained. The field notes and key artifacts provided additional validation to various themes. Finally, selective coding allowed a central phenomenon to emerge. Each theme surrounds

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1990s, the application of SWPBS expanded to not only the treatment of individuals with severe disabilities and behaviors, but it was also applied to the treatment of emotionally and behaviorally disturbed individuals. The event that spiraled SWPBS into schoolbased interventions was the 1997 Individual with Disabilities Education Act

Sularski 2010

the application of PBS expanded to not only the treatment of 18 individuals with severe disabilities and behaviors, but it was also applied to the treatment of emotionally and behaviorally disturbed individuals. The event that spiraled PBS into school-based interventions was the 1997 Individual with Disabilities Education

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and its impact on student drop-out and dis-connectivity to schools”. Often it was felt that a more rehabilitative model of discipline, which offered positive supports for students who cause problems, could be more effective than the exclusionary model of out of school suspension or OSS. Blomberg

Blomberg 2004

suspension arose because many were frustrated with the discipline design of OSS. Often it was felt that a more rehabilitative model of discipline, which offered positive supports for students who cause problems, could be more effective then the exclusionary model of OSS. ISS is one of the outgrowths

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and the courts have had a “chilling effect” on school districts, who “…think twice before they start on the road to resolving a problem created by a student with a disability who presents a behavior problem” (Bader, 1997) and that “….students who experience no consequences for antisocial behavior

Bader 1997

of disabled students is disputed by 4 5 parents, make school districts think twice before they start on the road to resolving a problem created by a student with a disability who presents a behavior problem. The resultant doubt and uncertainty make districts hesitant to act. The effect

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with a disability who presents a behavior problem” (Bader, 1997) and that “….students who experience no consequences for antisocial behavior become more daring, coming to expect that they will not be held accountable for their actions” (Bader, 1997). In response to these concerns about a disciplinary double standard,

Bader 1997

act. The effect of school and district hesitancy has a further effect. Students who experience no consequences for antisocial behavior become more daring, coming to expect that they will not be held accountable for their actions. Teachers and paraprofessionals all over the country report that students tell them

Record of Study, 2012

below their grade level and are struggling to function in middle school. It is not envisioned as punishment for unruly students, although behavioral problems and low self-esteem often go with poor academic performance, according to staff report. The Assistant Superintendent stated that the “primary focus is not

Hartford Courant 2005

King Philip middle schools and involve fewer than 20 students from each. It is not envisioned as punishment for unruly students, although behavioral problems and low self-esteem often go with poor academic performance, according to a staff report presented to the school board Tuesday night. “The primary

Record of Study, 2012

Safe School Study reporting an increase in expulsion and in-school suspension for male students. A study of secondary school students in a school in Georgia found that male students were more likely to be placed in the in-school suspension than female students (Morgan, 1991). In

O'Neill 2007

national dataset from the Safe School Study reporting an increase in expulsion for male students. A study of secondary school students in a school in Georgia found that male students were more likely to be expelled than female students (Morgan, 1991). In a study of one school

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don’ts regarding to special education students and special education law. 4. I would also recommend future research that includes focus groups of various key stakeholders at different schools to strategize regarding the identified themes. 5. At the campus level, dedicate a full-day comprehensive review of

O'Neill 2007

students and include students with ED and students not identified as ED. I would also recommend future research that includes focus groups of various key stakeholders at different schools to strategize regarding the identified themes. As research on the expulsion process continues to unfold and legislation evolves,

Record of Study, 2012

Department of Education Office for Civil Rights reported, “Rates of suspension among Black students were between two and three times higher than suspension rates for White students at the elementary, middle, and high school levels”. School suspension was used for minor offenses such as disrespect, attendance, and

Skiba 2000 Color of Discipline

exceeded white students on a variety of measures. Rates of suspension for black students were between two and three times higher than suspension rates for white students at the elementary, middle, and high school levels. While 29 states suspended over 5 percent of their total black enrollment,

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guiding principles in the use for ISS in a SWPBS system school. Appropriate use of these techniques can enhance the opportunity for disruptive students to exhibit pro-social behaviors and gain a successful school experience. The particular nature of this problem is the denial of access to

Sisco 2006

guiding principles in the use of time out and in-school suspension. Appropriate use of these techniques can enhance the opportunity for disruptive students to exhibit pro-social behaviors and gain a successful school experience. In addition, school policies and procedures that keep with the idea of

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without knowledge of interventions can negatively impact parent perceptions of the school. Moreover, the finding in this study and related studies by Moses (2001), Keleher (2000), and Curwin and Mendler (1999) all suggest that administrators that dispense discipline consequences under zero tolerance policies further segregates students

O'Neill 2007

other research studies indicate; specifically that expulsion negatively impacts students with ED. Moreover, the finding in this study and related studies by Moses (2001), Keleher (2000), and Curwin and Mendler (1999) all suggest that expulsion under zero tolerance policies further segregates students who are already at

Record of Study, 2012

Both RtI and SWPBS are grounded in differentiated instruction. Each approach delineates critical factors and components to be in place at the universal (Tier 1), targeted group (Tier 2), and individual (Tier 3) levels. At Caden middle school RtI is in its beginning year for implementation.

Sandomierski 2007

Both RtI and PBS are grounded in differentiated instruction. Each approach delimits critical factors and components to be in place at the universal (Tier 1), targeted group (Tier 2), and individual (Tier 3) levels. Our goal is to describe the shared (identified in bold) characteristics of

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in future employment as well as in school”. The researchers have presented detailed procedures for “de-escalating disruptive behavior, obtaining and maintaining instructional control, teaching alternative behaviors, and preparing students for classroom re-entry”; Black and Downs, (1992).Several research studies contended that punitive approaches only

Gaustad 1992

Team success in future employment as well as in school. They present detailed procedures for "de-escalating disruptive behavior, obtaining and maintaining instructional control, teaching alternative behaviors, and preparing students for classroom re-entry." HOW IMPORTANT IS ADMINISTRATIVE LEADERSHIP? The principal plays an important leadership role

Record of Study, 2012

is the model that is being evaluated in the referral reduction task. This is a relevant aspect of the dissertation since it provides an underlying basis for understanding the need to further evaluate SWPBS programs in in-schools suspension settings. It provides the foundation for

Sularski 2010

specific tools designed for evaluating PBS in preschool programs are also discussed. This is a relevant aspect of the dissertation since it provides an underlying basis for understanding the need to further evaluate PBS programs in early childhood settings. It provides the foundation for selecting

Record of Study, 2012

is the model that is being evaluated in the referral reduction task. This is a relevant aspect of the dissertation since it provides an underlying basis for understanding the need to further evaluate SWPBS programs in in-schools suspension settings. The aim of SWPBS is

Sularski 2010

specific tools designed for evaluating PBS in preschool programs are also discussed. This is a relevant aspect of the dissertation since it provides an underlying basis for understanding the need to further evaluate PBS programs in early childhood settings. It provides the foundation for selecting

Record of Study, 2012

and suspension rate in their school”, Tomczyk, (2000). Blomberg (2000) also argued, “Several research works that see problems with the current ISS framework, but do mention the limited success that ISS has achieved”, Short and Noblit (1985). Short and Noblit (1985) studied ten “successful” ISS

Blomberg 2004

of a truly objective measure of change. Measured against these models are several research works that see problems with the current ISS framework, but do mention the limited success that ISS has achieved. A good example of the limited potential an ISS room offers is

Record of Study, 2012

Education Office for Civil Rights reported, “Rates of suspension among Black students were between two and three times higher than suspension rates for White students at the elementary, middle, and high school levels”. School suspension was used for minor offenses such as disrespect, attendance, and

Skiba 2000 Zero Tolerance

Civil Rights (OCR) data, found rates of suspension for black students that were between two and three times higher than suspension rates for white students at the elementary, middle, and high school levels. While 29 states suspended over 5 percent of One could argue from

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multiple key stakeholders to express their perspectives of the in-school suspension experience. This study attempted to add a more in-depth authentic view of how various groups of key stakeholders view both positive behavior supports and its use in the in-school suspension

O'Neill 2007

not allow multiple key stakeholders to express their perspectives of the expulsion experience. This study attempted to add a more in-depth authentic view of how various groups of key stakeholders view an expulsion. Implications for Future Practice and Research The results of this

Record of Study, 2012

problems appear in the news on and all too frequent basis, citing physical violence, property damage, homicide, and suicide. Today, school violence is so prevalent that there have even been incidents of adolescent students making serious violent threats and carrying out those threats in

Sularski 2010

appear in the news on an all too frequent basis, citing 16 physical violence, property damage, homicide, and suicide. Today, school violence is so prevalent that there have even been incidents of preschoolers making serious violent threats. As a result of the increase in

Record of Study, 2012

behavior and focuses on teaching new skills to replace challenging behaviors. SWPBS originally focused on the development of behavior support plans to help children and adults who exhibited challenging behavior. More recently, SWPBS has been implemented at school-wide and program-wide levels. In

Sularski 2010

behavior and focuses on teaching new skills to replace challenging behaviors. PBS originally focused on the development of behavior support plans to help children and adults who exhibited challenging behavior. More recently, PBS has been implemented at school-wide and program-wide levels. In

Record of Study, 2012

however, that make SWPBS a unique approach to addressing challenging behaviors. SWPBS offers a comprehensive lifestyle change for behaviorally challenged individuals and their families, via a life-span perspective rather than a short-term approach. It also offers ecological validity and meaningful application in

Sularski 2010

however, that make PBS a unique approach to addressing challenging behaviors. PBS offers a comprehensive lifestyle change for behaviorally challenged individuals and their families, via a life-span perspective rather than a shortterm approach. It also offers ecological validity and meaningful application in real-world

Record of Study, 2012

using PBIS increase the probability that the majority of students and adults will act according to the expectations, and acts as a proactive intervention for students with a history of problem behavior. School-Wide Positive Behavior Supports The SWPBS framework mandated for use at

Sandomierski 2007

other professionals using PBS increase the probability that the majority of students will act according to the expectations, and acts as a proactive intervention for students with a history of problem behavior. Similarly, those who envision potential payoff from RtI see it coming from

Record of Study, 2012

and O’Neill (1989), working in the field of developmental psychopathology, purported: For an adolescent at risk for antisocial behavior then, it seems unlikely that school suspension will successfully impact behavior. Rather, suspension may simply accelerate the course of delinquency by providing a troubled

Skiba 2000 Zero Tolerance

(Ramsey, Walker, 16 ZERO TOLERANCE, ZERO EVIDENCE 14 Shinn, & O'Neill, 1989). For an adolescent at-risk for antisocial behavior then, it seems unlikely that school suspension will successfully impact behavior. Rather, interviewed by Thorson (1996) while in detention suspension may simply accelerate the

Record of Study, 2012

poor academic performance, according to staff report. The Assistant Superintendent stated that the “primary focus is not a behavioral approach. It is an academic approach that seeks to build the kids up The goal of this program is to return students to the mainstream

Hartford Courant 2005

according to a staff report presented to the school board Tuesday night. “The primary focus is not a behavioral approach. It is an academic approach that seeks to build the kids up,” Assistant Superintendent Alex Nardone told board members. For that reason, administrators say,

Record of Study, 2012

students placed in ISS. Identifying the gaps in information between these three groups of key stakeholders who were interviewed may help school districts meet the needs of some of their most at-risk students. The purpose of this study was to would unmask

O'Neill 2007

including manifestation determination procedures. Identifying the gaps in information between these four groups of key stakeholders who were interviewed may help school districts meet the needs of some of their most atrisk students. At this time, determining the proper balance between competing rights

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Do the perceptions of the (ISS) process and placement of students among different key stakeholders differ and if so, how? For the purpose of the study the following limitations are noted: A purposeful sample of key stakeholders from one school and one school

O'Neill 2007

What are the perceptions of administrators? 3. Do the perceptions of the different key stakeholders differ and if so, how? For the purpose of the study the following limitations are noted: 1. Using a purposeful sample of key stakeholders from one school and

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also investigated the role of gender as a significant variable in placements. Palley (2002) reported findings from a national dataset from the Safe School Study reporting an increase in expulsion and in-school suspension for male students. A study of secondary school

O'Neill 2007

also investigated the role of gender as a significant variable in expulsions. Palley (2002) reported findings from a national dataset from the Safe School Study reporting an increase in expulsion for male students. A study of secondary school students in a school

Record of Study, 2012

customized interventions and support to advance or recover the school climate. SWPBS models are being used in school settings as a method of choice for reducing challenging behaviors and promoting pro-social behaviors. The SWPBS approach was originally developed as a substitute

Sularski 2010

the need for behavioral interventions in other grades. Positive Behavior Support (PBS) models are being used in school settings as a method of choice for reducing challenging behaviors and promoting prosocial behaviors. The PBS approach was originally developed as an alternative to

Record of Study, 2012

understanding the need to further evaluate SWPBS programs in in-schools suspension settings. It provides the foundation for selecting an evaluation approach which may extend the literature in this area. The aim of SWPBS is to decrease problem behaviors and increase positive

Sularski 2010

for understanding the need to further evaluate PBS programs in early childhood settings. It provides the foundation for selecting an evaluation approach which may extend the literature in this area. History of Approaches for Addressing Problem Behaviors in Schools Teachers have been

Record of Study, 2012

regularization/inclusion movement, and person-centered values have given birth to SWPBS as a new, but still evolving applied science. It is the manner in which the critical features of SWPBS are integrated, however, that make SWPBS a unique approach to addressing

Sularski 2010

normalization/inclusion movement, and person-centered values have given birth to PBS as a new, but still evolving applied science. It is the manner in which the critical features of PBS are integrated, however, that make PBS a unique approach to addressing

Record of Study, 2012

problem behaviors and involves individualized systems supports. The presentation of School-Wide Positive Behavior Supports one focus of the Individuals with Disabilities Education Act (IDEA) was on the use of SWPBS and functional behavior assessments (FBA) for students with disabilities. IDEA also

Sularski 2010

risk for problem behaviors and involves individualized systems supports. The Application of Positive Behavior Supports One focus of the Individuals with Disabilities Education Act (IDEA) was on the use of PBS and functional behavior assessments (FBA) for students with disabilities. IDEA also

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of Positive Behavior Interventions. By the late 1990s and early 2000s, SWPBS was applied to early intervention with young children (Fox, Dunlap, Hemmeter, Joseph, and Strain, 2003). Sugai and Horner (2002) introduced a now widely accepted, multi-tiered framework for SWPBS. The

Sularski 2010

of Positive Behavior Interventions. By the late 1990s and early 2000s, PBS was applied to early intervention with young children (Fox, Dunlap, Hemmeter, Joseph, and Strain, 2003). Sugai and Horner (2002a) introduced a now widely accepted, multi-tiered framework for PBS. The

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the BringTogether School District. The purpose of school-wide positive behavior supports is to decrease problem behaviors and increase positive behaviors in order to influence the quality of life for students and adults building wide (Carr, 2007; Carr, 2002; Office of Special

Sularski 2010

reviewed later in this chapter. Positive Behavior Supports The aim of PBS is to decrease problem behaviors and increase positive behaviors in order to influence the quality of life for individuals with behavioral disabilities or other disorders that impact behavior (Carr, 2007;

Record of Study, 2012

students’ reactions to their in-school suspension experience. The vice principal stated, “When I hear students talk about their ISS experience, they often mention something about the counsel they received”. Opuni, Kwam, Tullis, Sanches, and Gonzalez (1990) recognized an in-school suspension

Blomberg 2004

out-of-school suspension…I know it has an impact on students. When I hear students talk about their ISS experience, they often mention something about the counsel they received” (p.15). This attitude toward the ISS initiative helps illustrate the objectives

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ethical and legal reasons. The IRB granted approval to conduct the study. The research method that best met the goals of the study, and was appropriate to investigate the School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction

O'Neill 2007

analysis the IRB conducted and approved a final review of the study. The research method that best met the goals of the study, and was appropriate to investigate the perceptions of key stakeholders involved in the expulsion process was indepth interviews.

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needed for supporting middle school students that are deep in adolescent development. The qualitative approach used may elucidate patterns that will influence policy or program changes and ultimately reduce recidivism rates among students of color. Implications for Future Research Further, as

O'Neill 2007

improvements are needed for supporting high school ninth grade students with ED. The qualitative approach used may elucidate patterns that will influence policy or program changes and ultimately reduce expulsion rates for students with an emotional disturbance. Researchers and educators should

Record of Study, 2012

pro-social behaviors. The SWPBS approach was originally developed as a substitute to aversive interventions for students exhibiting severe forms of aggression and self-injurious behaviors (Carr, 2007; Carr, 2002). SWPBS is now being used with an extensive variety of students

Sularski 2010

promoting prosocial behaviors. The PBS approach was originally developed as an alternative to aversive interventions for students exhibiting severe forms of aggression and self-injurious behaviors (Carr, 2007; Carr et al. 2002). PBS is now being used with a wide range

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is among the most common consequences for disciplinary infractions”. The article affirmed, “Suspension appears to be used with greater frequency in urban areas than in suburban or rural areas”. Ramsey, Walker, Shinn, and O’Neill (1989), working in the field of

Skiba 2000 Zero Tolerance

suspended at least once during the school year (Skiba et al., 1997). Suspension appears to be used with greater frequency in urban areas than in suburban or rural areas (Massachusetts Advocacy Center, 1986; Wu et al., 1982). As might be expected

Record of Study, 2012

then, it seems unlikely that school suspension will successfully impact behavior. Rather, suspension may simply accelerate the course of delinquency by providing a troubled youth with little parental supervision and more opportunities to socialize with deviant peers. In an article entitled

Skiba 2000 Zero Tolerance

will successfully impact behavior. Rather, interviewed by Thorson (1996) while in detention suspension may simply accelerate the course of delinquency by providing a troubled youth with little parental supervision more opportunities to socialize with deviant peers. As one student put it:

Record of Study, 2012

solid foundation and cooperation in the implementation of the PBIS system. Recommendations for Future Practice and Research The results of this study further demonstrate some of the problems with program implementation and effectively meeting the needs of students placed in

O'Neill 2007

view of how various groups of key stakeholders view an expulsion. Implications for Future Practice and Research The results of this study further demonstrate some of the problems and some of the perceived benefits expulsions create. Each of the key

Record of Study, 2012

with behavioral disabilities or other disorders that impact behavior (Carr, 2007; Carr, 2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009). SWPBS describes an approach for meeting the needs of children exhibiting challenging

Sularski 2010

disabilities or other disorders that impact behavior (Carr, 2007; Carr, et al. 2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009). PBS describes an approach for meeting the needs of children exhibiting challenging

Record of Study, 2012

from ecological, environmental, and community psychology (Carr, 2002). Sugai and Horner (2002) developed a continuum of behavior supports based on a public health and disease prevention model. The SWPBS continuum was designed to provide supports based on the relative needs

Sularski 2010

environmental, and community psychology (Carr, et al., 2002). Sugai and Horner (2002a) developed a continuum of behavior supports based on a public health and disease prevention model. The PBS continuum was designed to 21 provide supports based on the relative

Record of Study, 2012

Individuals with Disabilities Education Act (IDEA) was on the use of SWPBS and functional behavior assessments (FBA) for students with disabilities. IDEA also required that schools apply the SWPBS approach to students who have not already been identified as eligible

Sularski 2010

Individuals with Disabilities Education Act (IDEA) was on the use of PBS and functional behavior assessments (FBA) for students with disabilities. IDEA also required that schools apply the PBS approach to students who have not already been identified as eligible

Record of Study, 2012

This broad basis underscored the need for schools to adopt the SWPBS approach for all students, which resulted in the development of school-wide PBS (SWPBS; Sugai & Horner, 2002). Sugai and Horner (2002) identified four key elements of SWPBS: outcomes

Sularski 2010

This broad basis underscored the need for schools to adopt the PBS approach for all students, which resulted in the development of school-wide PBS (SWPBS; Sugai & Horner, 2002a). Sugai and Horner (2002a) identified four key elements of PBS: outcomes

Record of Study, 2012

quality of life for students and adults building wide (Carr, 2007; Carr, 2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009). In Bring-Together ISD the purpose of PBIS is defined as: “To

Sularski 2010

disabilities or other disorders that impact behavior (Carr, 2007; Carr, et al. 2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009). PBS describes an approach for meeting the needs of children exhibiting challenging

Record of Study, 2012

with behavioral disabilities or other disorders that impact behavior (Carr, 2007; Carr, 2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009). According to the research literature, SWPBS has been implemented at school-wide

Sularski 2010

disabilities or other disorders that impact behavior (Carr, 2007; Carr, et al. 2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009). PBS describes an approach for meeting the needs of children exhibiting challenging

Record of Study, 2012

in-school suspension programs”, Wayson & Pinnell, (1982). Black and Downs (1992) “urged administrators to regard disciplinary referrals as opportunities to teach students valuable social skills that will promote success in future employment as well as in school”. The researchers have

Gaustad 1992

don't know how to act appropriately. Black and Downs (1992) urge administrators to regard disciplinary referrals as opportunities to teach students valuable social skills that will promote ED350727 1992-12-00 School Discipline. ERIC Digest, Number 78. Page 3

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decline when students are actively engaged in learning and helped to succeed. Researchers have shown that suspensions can “interfere with academic achievement and the social development of students”, which can widen the achievement gap among students of color, (Commission for

Oakland Commission 1992

of education literature indicate that suspensions hurt students in school." multiple ways. Researchers have shown that suspensions can interfere with academic achievement and the social development of students. 3 1;05100st is S+chooll and mad M The Disparate Impacts

Record of Study, 2012

National Perspective of Disparities in In-School Suspension To further the discussion, federal law does not require the inclusion of students who are delinquent in public schools receive interventions based on their academic, behavioral and or cultural needs. Many

O'Neill 2007

inclusion of all students with disabilities in state public education systems. However, federal law does not require the inclusion of students who are delinquent in public schools and many children with mental health disabilities, some of whom may not

Record of Study, 2012

a post-positivistic lens where truth is presented from the participants’ perspective. Previous research often did not allow multiple key stakeholders to express their perspectives of the in-school suspension experience. This study attempted to add a more in-depth

O'Neill 2007

as ED are quantitative studies focusing on statistical summaries of demographic variables. Previous research often did not allow multiple key stakeholders to express their perspectives of the expulsion experience. This study attempted to add a more in-depth authentic

Record of Study, 2012

this body of literature. Recognizing the gaps in information between the three groups of key stakeholders interviewed will assist and challenge school districts to improve discipline procedures in disciplinary alternative educational placements especially on the fifty-two campuses that

O'Neill 2007

this body of literature. Recognizing the gaps in information between the four groups of key stakeholders interviewed will assist and challenge school districts to improve discipline procedures and options for their students identified as ED. For example to build

Record of Study, 2012

in schools and alternative settings. Most of the current literature on SWPBS is focused on implementation at school age grade levels (kindergarten through high school) and not in in-school suspension settings. This discussion, therefore, is relevant to the

Sularski 2010

in schools and alternate settings. Most of the current literature on PBS is focused on implementation at school age grade levels (kindergarten through high school) and not on preschool. This discussion, therefore, is relevant to the dissertation because it

Record of Study, 2012

mandated for use at Caden Middle School with a 90% staff voting is presented and each level of support in the framework is reviewed in this section. The Bring-Together independent school district does not approve implementation of the

Sularski 2010

PBS framework mandated for use in early childhood programs by the NJDOE is presented and each level of support in the framework is reviewed in this section. An understanding of this particular PBS model is relevant to the dissertation

Record of Study, 2012

mandated for use at Caden Middle School with a 90% staff voting is presented and each level of support in the framework is reviewed in this section. The Bring-Together independent school district does not approve implementation of the

Sularski 2010

PBS framework mandated for use in early childhood programs by the NJDOE is presented and each level of support in the framework is reviewed in this section. An understanding of this particular PBS model is relevant to the dissertation

Record of Study, 2012

and applying child response data t important educational decisions” (Batsche, 2006). SWPBS is a process that is consistent with the core principles of RtI. Similar to RtI, SWPBS offers a range of interventions that are systematically applied to students

Sandomierski 2007

Assistance Center on Positive Behavioral Interventions & Supports, 2007). Positive Behavior Support (PBS) is a process that is consistent with the core principles of RtI. Similar to RtI, PBS offers a range of interventions that are systematically applied to students

Record of Study, 2012

of ISS is celebrated by the fact that OSS suspensions were rigorously reduced, because a district goal was to make half of all suspensions in school”. Prior and Tuller cited the students’ reactions to their in-school suspension experience.

Blomberg 2004

of ISS is noted by the fact that OSS suspensions were severely reduced, because a district goal was to make half of all suspensions “in school” (Prior Tuller, 1991). The report lists the enthusiasm that several faculty and staff

Record of Study, 2012

on schools. The differential procedures for disciplining students with and without disabilities “…led to the perception of a double standard for student discipline and gave rise to concerns about the fairness of school discipline policies for students with disabilities”

Shaul 2001 (GAO)

students involved in similar infractions were suspended or expelled without services. This led to the perception of a double standard for student discipline and gave rise to llie term "free, appropriate public education" means special education and related services

Record of Study, 2012

Finally, this problem of practice will support Caden Middle School’s compliance with IDEA’s disciplinary provisions while balancing these legal requirements with individual student rights. Alignment with the SWPBS framework ensures that Caden Middle School is fostering

O'Neill 2007

need training and improved communication at expulsion meetings in order to comply with IDEA’s disciplinary provisions while balancing these legal requirements with individual student rights. Method A text analysis approach was followed in the present study. Text

Record of Study, 2012

how? For the purpose of the study the following limitations are noted: A purposeful sample of key stakeholders from one school and one school district in Texas may only produce findings and issues relevant to the individual participants

O'Neill 2007

the purpose of the study the following limitations are noted: 1. Using a purposeful sample of key stakeholders from one school and one school district in Florida may only produce findings and issues relevant to the individual participants

Record of Study, 2012

of key stakeholders from one school and one school district in Texas may only produce findings and issues relevant to the individual participants in this study. The interview findings from the study are specific to the school used

O'Neill 2007

of key stakeholders from one school and one school district in Florida may only produce findings and issues relevant to the individual participants in this study. 2. The interview findings from the study may be limited to the

Record of Study, 2012

assisted them in the process of improvement particularly among students of color. Overall the findings of this study affirm what other research studies indicate; specifically that placements in-school suspension programs repeated over time without knowledge of interventions

O'Neill 2007

is consistent with the findings from a study conducted by Piechura (1993). Overall the findings of this study affirm what other research studies indicate; specifically that expulsion negatively impacts students with ED. Moreover, the finding in this study

Record of Study, 2012

present form. On the other hand, Tomczyk (2000) viewed ISS as working “so effectively that it dramatically changes the discipline climate and suspension rate in their school”, Tomczyk, (2000). Blomberg (2000) also argued, “Several research works that see

Blomberg 2004

are often limited case examples of schools and districts that use ISS so effectively that it dramatically changes the discipline climate and suspension rate in their schools (Haley 2000; Tomczyk 2000). These case studies show promise, but they

Record of Study, 2012

(2000) who viewed a ISS program with positive behavior supports as working “so effectively that it dramatically changes the discipline climate and suspension rate in their school”. Response to Intervention Recent updates to state and federal special education

Blomberg 2004

are often limited case examples of schools and districts that use ISS so effectively that it dramatically changes the discipline climate and suspension rate in their schools (Haley 2000; Tomczyk 2000). These case studies show promise, but they

Record of Study, 2012

without charge; (b) meet the standards of the state education agency; (c) include an appropriate preschool, elementary, or secondary school education in the state involved; and (d) are provided in conformity with the IEP of a student with

Shaul 2001 (GAO)

direction, and without charge; meet the standards of the state educational agency; include an appropriate preschool, elementary, or secondary school education in the state involved; and are provided in conformity with an individualized education program (IEP). 20 U.S.C.

Record of Study, 2012

in-school suspension (ISS) as a reduction method for future ISS placements. Given the history of disproportionate exclusion of particular groups, and the severe negative academic consequences of repeated exclusion from the instructional classroom setting, it was

O'Neill 2007

by allowing perceptions of key stakeholders to emerge. Purpose of the Study Given the history of disproportionate exclusion of particular groups, and the severe negative consequences of repeated exclusion, it was sensible to investigate how key stakeholders

Record of Study, 2012

some findings in the study. Consequently, I will inform all participants who would be willing to discuss the results at any time in the future. Analysis of all collected data will begin in May and continue throughout

O'Neill 2007

some findings in the study. Consequently, I informed all participants that I would be willing to discuss the results at any time in the future. Definition of Terms • Behavior Intervention Plan (BIP): A plan of strategies and

Record of Study, 2012

of Equity, Safety and School Support, keeps statewide data for expelled students (1998- 1999 and 1999-2000 Statewide Report on School Safety and Discipline Data, 2001). These data include violent acts, alcohol and drugs, property crimes, weapons

O'Neill 2007

of counties at risk. www.flcounties.com Florida Department of Education (2001). 1998-1999 and 1999-2000 Statewide report on school safety and discipline data. http://www.fldoe.org/ Florida Department of Education (2006). Florida school indicators

Record of Study, 2012

the placement students of color in the ISS program experience the process? Do the perceptions of the different key stakeholders differ and if so, how? Field notes from faculty, PBIS Level I and II, instructional team meetings,

O'Neill 2007

perceptions of district representatives? 2b. What are the perceptions of administrators? 3. Do the perceptions of the different key stakeholders differ and if so, how? For the purpose of the study the following limitations are noted: 1.

Record of Study, 2012

behavior support initiatives being interpreted through the philosophical lens called zero tolerance. “Zero tolerance policy was defined as a school district policy that mandates predetermined consequences/s or punishment for specific offenses” (Christensen, 2003). This mode of

O'Neill 2007

school’s culture and discipline procedures. For the purposes of this study, a zero tolerance policy was defined as a school district policy that mandates predetermined consequence/s or 5 punishment for specific offenses (Christensen, 2003). The public’s

Record of Study, 2012

Horner, 2002). Sugai and Horner (2002) identified four key elements of SWPBS: outcomes defined and valued by stakeholders; research validated practices; data-driven decision making; and a process level perspective (committees, families, administrative leadership, etc.). To make

Sularski 2010

Horner, 2002a). Sugai and Horner (2002a) identified four key elements of PBS: outcomes defined and valued by stakeholders; research validated practices; data-driven decision making; 22 and a process level perspective (committees, families, administrative leadership, etc.). To

Record of Study, 2012

single academic year” Gottfredson, Gottfredson, and Hybl (1993). According to Blomberg (2000): “In-school suspension arose because many were frustrated with the discipline design of out of school suspension, and its impact on student drop-out and

Blomberg 2004

very real problems with this discipline practice. In-School Suspension: Research Findings In school suspension arose because many were frustrated with the discipline design of OSS. Often it was felt that a more rehabilitative model of discipline,

Record of Study, 2012

fourths of the administrators said policies for disciplining special education students had a positive or neutral effect on school safety and orderliness. However, about 27% of the principals said different disciplinary procedures for special education students were

Shaul 2001 (GAO)

cases are based on both federal IDEA and local policies) as having a positive or neutral effect on school safety and orderliness. However, about 27 percent of principals reported that a separate discipline policy for special education

Record of Study, 2012

teachers, and administrators of students involved in the ISS program will be analyzed for themes. A qualitative design consisting of in-depth interviews with parents, teachers, administrators will be used to analyze this phenomenon of overrepresentation

O'Neill 2007

district representatives, and high school administrators had of the expulsion process were analyzed for themes. A qualitative design consisting of in-depth interviews with students, parents, district representatives, and high school administrators was used to analyze

Record of Study, 2012

the needs of students placed in campus-based in-school suspension classrooms. Each of the key stakeholder perceptions is particularly meaningful since they relate their experience with both PBIS and their perceptions of DMC as all

O'Neill 2007

some of the problems and some of the perceived benefits expulsions create. Each of the key stakeholder perceptions is particularly meaningful since they relate to the same expulsion meeting and their perceptions are all of the

Record of Study, 2012

alternative disciplinary programs. This supports the task of the problem of practice because it underscores the need to implement early intervention behavioral programs in in-school suspension settings. The SWPBS framework mandated for use at Caden

Sularski 2010

of preschool behavior 15 problems. This supports the task of the dissertation because it underscores the need to implement early intervention behavioral programs in early childhood settings. The fifth section of the literature review is the

Record of Study, 2012

conjunction with interventions that are practical and desirable for stakeholders. Further, SWPBS interventions are proactive rather than reactive. Another factor that is unique to SWPBS as a behavioral intervention approach is that participants accept alternate scientific

Sularski 2010

conjunction with interventions that are practical and desirable for stakeholders. Further, PBS interventions are proactive rather than reactive. Another factor that is unique to PBS as a behavioral intervention approach is that participants accept alternate scientific

Record of Study, 2012

the kids up . . . . The goal of this program is to return students to the mainstream classroom in time for high school, if not sooner” Moureau (1999). According to Mendez and Sanders (1981), “Close examination of in-school

Hartford Courant 2005

than off-campus. The goal for all students is that they return to the mainstream classroom in time for high school, if not sooner. Sedgwick Middle School Principal Ben Skaught said it is important that students

Record of Study, 2012

Public Education (FAPE)—Special education and related services that (a) have been provided at public expense, under public supervision and direction, and without charge; (b) meet the standards of the state education agency; (c) include an

Shaul 2001 (GAO)

"free, appropriate public education" means special education and related services that are provided at public expense, under public supervision and direction, and without charge; meet the standards of the state educational agency; include an appropriate preschool,

Record of Study, 2012

perception of a double standard for student discipline and gave rise to concerns about the fairness of school discipline policies for students with disabilities” (Shaul, 2001). The dual disciplinary courses may have unintended and unfortunate consequence.

Shaul 2001 (GAO)

55,026 (1997). Page 4 6 GAO -01 -210 Student Discipline and IDEA concerns about the fairness of school discipline policies for students with disabilities. As a result, the Congress directed5 us to conduct a study to

Record of Study, 2012

office located on the campus of Texas A&M University. Research Questions The research questions include: 1. How do the primary key stakeholders (i.e. parents, teachers, administrators) experience the in-school suspension (ISS) process

O'Neill 2007

the pilot study are included in Chapter 3. Research Questions and Limitations The research questions include: 1. How do the primary key stakeholders involved in expulsion experience the process? 1a. What are the perceptions of

Record of Study, 2012

analyze the collected data. The following research questions were addressed: Research Questions The research questions include: 1. How do the primary key stakeholders (i.e. parents, teachers, administrators) experience the in-school suspension (ISS) process

O'Neill 2007

the pilot study are included in Chapter 3. Research Questions and Limitations The research questions include: 1. How do the primary key stakeholders involved in expulsion experience the process? 1a. What are the perceptions of

Record of Study, 2012

of this particular SWPBS model is relevant to the problem of practice because this is the model that is being evaluated in the referral reduction task. This is a relevant aspect of the dissertation since

Sularski 2010

An understanding of this particular PBS model is relevant to the dissertation because this is the model that is being evaluated in the dissertation task. The final section of this chapter, Evaluating Positive Behavior Supports

Record of Study, 2012

self-reports, and interviews rather than requiring traditional experimental research methods. Moreover, SWPBS embraces multiple theoretical perspectives from ecological, environmental, and community psychology (Carr, 2002). Sugai and Horner (2002) developed a continuum of behavior supports based

Sularski 2010

self-reports, and interviews rather than requiring traditional experimental research methods. Moreover, PBS embraces multiple theoretical perspectives from ecological, environmental, and community psychology (Carr, et al., 2002). Sugai and Horner (2002a) developed a continuum of behavior

Record of Study, 2012

of this particular SWPBS model is relevant to the problem of practice because this is the model that is being evaluated in the referral reduction task. This is a relevant aspect of the dissertation since

Sularski 2010

An understanding of this particular PBS model is relevant to the dissertation because this is the model that is being evaluated in the dissertation task. The final section of this chapter, Evaluating Positive Behavior Supports

Record of Study, 2012

receivement in our school. The premise being, that when implemented with fidelity, by teaching and reinforcing expected behaviors, teachers and other professionals using PBIS increase the probability that the majority of students and adults will

Sandomierski 2007

to be a universal intervention, delivered to every student in every setting. By teaching and reinforcing expected behaviors, teachers and other professionals using PBS increase the probability that the majority of students will act according

Record of Study, 2012

up to 45 days, if “…maintaining the current placement of the child is substantially likely to result in injury to the child or to others” (IDEA 20 U.S.C. § 1415(k). In November of

Shaul 2001 (GAO)

a hearing officer to be so dangerous that the student's behavior "is substantially likely to result in injury to the child or others." 16 Before special education students may be removed from their current

Record of Study, 2012

placement. Gaining an understanding of the types of academic and behavioral interventions that parents feel are necessary for their children to continue while serving in the ISS setting will allow educators to consider new

O'Neill 2007

balance between key stakeholders. Gaining an understanding of the types of programs that parents feel are necessary for their children to continue their education while under expulsion will allow educators and legislators to consider

Record of Study, 2012

Positive Behavior Support The Application of Positive Behavior Supports is the final section of this chapter. This section reviews the elements of SWPBS as they are applied in schools and alternative settings. Most of

Sularski 2010

the PBS framework. The Application of Positive Behavior Supports is the third section of this chapter. This section reviews the elements of PBS as they are applied in schools and alternate settings. Most of

Record of Study, 2012

suspension settings. This discussion, therefore, is relevant to the record of study because it lays the groundwork for expanding the application of SWPBS to alternative disciplinary programs. This supports the task of the problem

Sularski 2010

and not on preschool. This discussion, therefore, is relevant to the dissertation because it lays the groundwork for expanding the application of PBS to early education programs. The fourth section, Behavior Problems of Preschool

Record of Study, 2012

2002). Carr and colleagues (2002) outlined how functional behavior investigation, the regularization/inclusion regularization/inclusion movement, and person-centered values have given birth to SWPBS as a new, but still evolving applied science. It is the

Sularski 2010

2002). Carr and colleagues (2002) outlined how applied behavior analysis, the normalization/inclusion normalization/inclusion movement, and person-centered values have given birth to PBS as a new, but still evolving applied science. It is the

Record of Study, 2012

amount of minority students were being suspended than white students. In 1999 the U.S. Department of Education Office for Civil Rights reported, “Rates of suspension among Black students were between two and three

Skiba 2000 Color of Discipline

Children's Defense Fund (1975) studied national data on school discipline provided by the U.S. Department of Education Office for Civil Rights (OCR), and reported rates of school suspension for black students that exceeded

Record of Study, 2012

the same punishment as a regular education student, including long-term suspensions and expulsions. However, the school must still provide educational services to the special education student to allow the child to make progress

Shaul 2003 (GAO)

to children without disabilities, including long-term suspensions (more than 10 days) and expulsions. However, the school must still provide educational services that enable the child to progress appropriately towards the student's IEP

Record of Study, 2012

principal reported, “Suspension does not change students’ behavior. Behavioral problems decline when students are actively engaged in learning and helped to succeed. Researchers have shown that suspensions can “interfere with academic achievement and the

Oakland Commission 1992

poor academic achievement often underlie "acting out" behavior. Behavioral problems decline : {-hen students are actively engaged in learning and helped to succeed. institutional policy and practice is proof through fairness and consistency, without compromising

Record of Study, 2012

on referral reduction. This qualitative study will examine parents, teachers, and administrators responses to a set of interview questions pertaining to the ISS program at Caden Middle School. Parents of identified students will

O'Neill 2007

This qualitative study examined student, parent, district representative, and high school administrator responses to a set of interview questions pertaining to student expulsion. Parents of expelled students were purposefully selected as participants for

Record of Study, 2012

Do the perceptions of the (ISS) process and placement of students among different key stakeholders differ and if so, how? The perceptions of the parents differ in both the understanding of the PBIS

O'Neill 2007

What are the perceptions of administrators? 3. Do the perceptions of the different key stakeholders differ and if so, how? The first research question explored how students with ED and their parents experienced

Record of Study, 2012

Zero tolerance policies have been heavily relied on as an exclusionary measure as a means of deterring and punishing students who exhibit violent behavior (Price, 2002). Of course in the context of this

O'Neill 2007

violence, school district administrators have increased their reliance on exclusionary 40 measures as a means of deterring and punishing students who are violent on campus (Price, 2002). The removal of students from the

Record of Study, 2012

children (Fox, Dunlap, Hemmeter, Joseph, and Strain, 2003). Sugai and Horner (2002) introduced a now widely accepted, multi-tiered framework for SWPBS. The application of SWPBS continued to expand. In 2001, the NJDOE

Sularski 2010

children (Fox, Dunlap, Hemmeter, Joseph, and Strain, 2003). Sugai and Horner (2002a) introduced a now widely accepted, multi-tiered framework for PBS. The application of PBS continued to expand. In 2001, the NJDOE

Record of Study, 2012

referrals as opportunities to teach students valuable social skills that will promote success in future employment as well as in school”. The researchers have presented detailed procedures for “de-escalating disruptive behavior, obtaining

Gaustad 1992

Page 3 of 7 www.eric.ed.gov ERIC Custom Transformations Team success in future employment as well as in school. They present detailed procedures for "de-escalating disruptive behavior, obtaining and maintaining

Record of Study, 2012

authorized a study to determine how IDEA’s regulations for discipline affected the ability of schools to maintain a safe environment (Shaul, 2001). The survey study, which involved more than 400 middle and

Shaul 2001 (GAO)

conduct a study to determine how the IDEA amendments of 1997 affect the ability of schools to maintain a safe environment conducive to learning. We could not undertake this study until Education issued

Record of Study, 2012

Congress authorized a study to determine how IDEA’s regulations for discipline affected the ability of schools to maintain a safe environment (Shaul, 2001). The survey study, which involved more than 400 middle

Shaul 2003 (GAO)

may also make the decisions. In 2001, we studied how IDEA regulations affected the ability of schools to maintain a safe learning environment and whether regular and special education students are disciplined in

Record of Study, 2012

Congress authorized a study of this issue. The resulting survey found that most special education students were removed from their regular setting for 10 days or less and that they were primarily placed

Shaul 2003 (GAO)

a student's removal was a key consideration in placement decisions. Because most special education students were removed from their regular educational settings for periods of 10 days or less, in-school suspension

Record of Study, 2012

of students”, which can widen the achievement gap among students of color, (Commission for Positive Change in the Oakland Public Schools, 1992,). According to Sugai, Horner, Dunlap, Heneman, and Lewis, (2000), “Punitive approaches

Oakland Commission 1992

INFORMATION CENTER (ERIC)." KEEPING CHILDREN IN SCHOOL SOUNDING THE ALARM ON SUSPENSIONS COMMISSION FOR POSITIVE CHANGE IN THE OAKLAND PUBLIC SCHOOLS AUGUST 1992 © 1992, Commission for Positive Change in the Oakland Public Schools

Record of Study, 2012

school-wide positive behavior support (SWPBS) strategies in the ISS setting. However, we do not know what the perceptions of the ISS program are from those involved in the process, and furthermore,

O'Neill 2007

problems expulsions create, as well as some positive aspects of expulsions, but we do not know what the perceptions of expulsions are from those involved in the process. This study has contributed

Record of Study, 2012

programs in in-school suspension settings and how those interventions are perceived by allowing perceptions of key stakeholders to emerge. This paper gives the school administrators, teachers, and parents some guiding principles

O'Neill 2007

involved in the process. This study has contributed to the aforementioned gap by allowing perceptions of key stakeholders to emerge. Purpose of the Study Given the history of disproportionate exclusion of particular

Record of Study, 2012

this study will implement a text analysis approach and the followed phases associated with the five analytic phases mentioned by Creswell (2007). The researcher will organize and analyze the collected data. Stake

O'Neill 2007

This study used a text analysis approach and followed the phases 22 associated with the five analytic phases mentioned by Corbin and Strauss (1990). Computer-based qualitative data analysis software was used

Record of Study, 2012

ISS program at Caden Middle School. Parents of identified students will be purposefully selected as participants for the study. The teachers and administrators involved in the process of issuing the consequence that

O'Neill 2007

of interview questions pertaining to student expulsion. Parents of expelled students were purposefully selected as participants for the study. The district representative and high school administrator involved in the same expulsion hearing

Record of Study, 2012

and parents of students who have been placed in alternative educational settings, but these studies do not include interviews of administrators, teachers, and parents, and all of these stakeholders are involved in

O'Neill 2007

studies that interview students and parents of students who have been expelled but these studies do not include interviews of district administrators and school administrators involved in these expulsions. When looking at

Record of Study, 2012

or if the child has “…inflicted serious bodily injury” upon another person (Individuals with Disabilities Education Improvement Act of 2004). There are other disciplinary changes under the new law and doubtless there

O'Neill 2007

next legislative update that will affect discipline procedures which is called the Individuals with Disabilities Education Improvement Act of 2004 (Federation for Children with Special Needs, 2004). This Act became effective on

Record of Study, 2012

support. The Office of Civil Rights (OCR) has said that determination must be made on a case-by-case basis (Golden, 1993) and in 1998 OCR declared that a series of short-term

O'Neill 2007

manifestation of the child’s disability (IDEA, 1999). These decisions are to be made on a case-by-case basis. The federal regulations (IDEA, 1999) do not provide any further guidance for

Record of Study, 2012

supports. The presentation of School-Wide Positive Behavior Supports one focus of the Individuals with Disabilities Education Act (IDEA) was on the use of SWPBS and functional behavior assessments (FBA) for students

O'Neill 2007

Law 94-142, the Education for All Handicapped Children Act, leading to the Individuals with Disabilities Education Act (IDEA) was originally passed in 1975. There have been several amendments since the passage

Record of Study, 2012

Do the perceptions of the (ISS) process and placement of students among different key stakeholders differ and if so, how? Participants Involved Table 1. Parent Participants Parent Participant Name # of Students at

O'Neill 2007

What are the perceptions of administrators? 3. Do the perceptions of the different key stakeholders differ and if so, how? For the purpose of the study the following limitations are noted: 1.

Record of Study, 2012

the gap in achievement. The following questions were explored in this study: How do the primary key stakeholders involved in the in-school suspension (ISS) program at Caden Middle School experience the

O'Neill 2007

in Chapter 3. Research Questions and Limitations The research questions include: 1. How do the primary key stakeholders involved in expulsion experience the process? 1a. What are the perceptions of students with

Record of Study, 2012

policy was defined as a school district policy that mandates predetermined consequences/s consequences/s or punishment for specific offenses” (Christensen, 2003). This mode of thought seemed to always trump the student’s individualized

O'Neill 2007

policy was defined as a school district policy that mandates predetermined consequence/s consequence/s or punishment for specific offenses (Christensen, 2003). Although expulsion is widely used, empirical studies of expulsion are relatively rare

Record of Study, 2012

school-wide positive behavior support or (SWPBS). School-Wide Positive Behavior Support The Application of Positive Behavior Supports is the final section of this chapter. This section reviews the elements of SWPBS

Sularski 2010

the levels of intervention that are a part of the PBS framework. The Application of Positive Behavior Supports is the third section of this chapter. This section reviews the elements of PBS

Record of Study, 2012

or if the child has “…inflicted serious bodily injury” upon another person (Individuals with Disabilities Education Improvement Act of 2004). There are other disciplinary changes under the new law and doubtless there

Ripple Effects 2009

(2nd Ed.) Alexandria, VA: ASCD. United States Code, (2004). Reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 (P.L. 108-446). Washington, D.C. U.S. Department of Education,

Record of Study, 2012

and deep, multidisciplinary theory base, that draws from research and practice from five directions: Prevention Science, Education, Technology, Business, and the Humanities. A fully referenced description of how insights from dozens of

Ripple Effects 2009

technology-driven system can be mapped to a theoretical compass rose with five directions.
Prevention science
Education
Technology
Business and economics
Humanities The diagram on the next page identifies 20 calibrated orientations,

Record of Study, 2012

Business, and the Humanities. A fully referenced description of how insights from dozens of disciplines and hundreds of sub disciplines are woven into Ripple Effects software is documented in the monograph: For

Ripple Effects 2009

insights, deductively and inductively constructed from basic principles and empirical evidence, across dozens of disciplines, and hundreds of sub disciplines. The Whole Spectrum Intervention System for SEL represents new applications of those

Record of Study, 2012

by teaching and reinforcing expected behaviors, teachers and other professionals using PBIS increase the probability that the majority of students and adults will act according to the expectations, and acts as a

Sandomierski 2007

By teaching and reinforcing expected behaviors, teachers and other professionals using PBS increase the probability that the majority of students will act according to the expectations, and acts as a proactive intervention

Record of Study, 2012

a disproportional amount of minority students were being suspended than white students. In 1999 the U.S. Department of Education Office for Civil Rights reported, “Rates of suspension among Black students were

Skiba 2000 Zero Tolerance

and a catch-all category called conduct interference (Skiba, 1998). Thus, far In 1999, the U. S. Department of Education released its Report on State Implementation of the Gun-Free Schools Act:

Record of Study, 2012

minor offenses such as disrespect, attendance, and classroom disruption. Students, who were interested in reducing their chances of being suspended, would transfer to a school with a lower suspension rate instead of

Skiba 2000 Zero Tolerance

percent of One could argue from this finding that if students are interested in reducing their chances of being suspended, they will be better off by transferring to a school with a

Record of Study, 2012

who were interested in reducing their chances of being suspended, would transfer to a school with a lower suspension rate instead of trying to improve their attitudes or behavior (Wu, Pink, Crain,

Skiba 2000 Zero Tolerance

their chances of being suspended, they will be better off by transferring to a school with a lower suspension rate than by improving their attitudes or their total black enrollment, only four

Record of Study, 2012

Concerning discipline, research has defined school discipline as having two goals: “to ensure the safety of staff and students, and create an environment conducive to learning. Effective school discipline strategies seek to

Gaustad 1992

ERIC 1-800-LET-ERIC School discipline has two main goals: (1) ensure the safety of staff and students, and (2) create an environment conducive to learning. Serious student misconduct involving ED350727

Record of Study, 2012

rate and ousted at 3.5 times the rate of Caucasian students, according to the U.S. Department of Education's Education's Office of Civil Rights. Latino students are almost 1.5 times

Bader 1997

Marion County_ jnd. v. Davila 969 F.2d 485 (7th Cir. 1992).' According to the U.S. Department of Education, school districts must provide a "free appropriate public education" to such students

Record of Study, 2012

Sixty-four percent of the principals said local policies kept them from suspending special education students for more than 10 cumulative days in a year, even though IDEA allows the practice (Shaul, 2001).

Shaul 2001 (GAO)

is being considered. In contrast, IDEA final regulations allow schools to suspend special education students for more than 10 cumulative school days in a school year and require neither of the latter

Record of Study, 2012

the principals said local policies kept them from suspending special education students for more than 10 cumulative days in a year, even though IDEA allows the practice (Shaul, 2001). At the same

Shaul 2003 (GAO)

to special education students who are removed from their current educational settings for more than 10 cumulative days in a school year. Schools are required to provide these students with the educational

Record of Study, 2012

a disproportional amount of minority students were being suspended than white students. In 1999 the U.S. Department of Education Office for Civil Rights reported, “Rates of suspension among Black students were

Shaul 2003 (GAO)

and related services outlined in the student's individualized education program (IEP).` In 1999, the U.S. Department of Education issued federal regulations that implemented the new IDEA special education discipline requirements;