Implementing Discipline With Purpose
PRE-PHASE - OVERVIEW
An overview of the program (2 1/2- 3 hr.) can be provided for large groups to
determine interest. The administrator, in conjunction with the staff, complete a DWP
needs assessment form in order to identify major goals.
PHASE 1 - INSTRUCTION
Ten hours of instruction in the key components of the DWP program is available through our
DWP summer workshops held throughout the United States. An alternative choice would
be to schedule a two-day workshop as an inservice during the school year.
PHASE 2 - PRACTICE AND IMPLEMENTATION
DWP consultants offer start up support and help establish a coordinator and
lead team of teachers. Consultants will model lessons and skill language by
teaching in the classrooms. Additional meetings during the year can include direct
observation of the lead team and review of goals and discipline practices. DWP
consultants can work with specialists and support staff, parents and board members.During
phase two, it is suggested that parents be informed about the program through the use of
supplementary printed materials. A wide variety of parent workshops are
also available.
PHASE 3 - TOTAL SCHOOL IMPLEMENTATION
All core staff begin teaching the DWP lesson plans using the DWP
Curriculum. In addition, all core staff, specialists and support
staff begin teaching skills through modeling, pre-teaching and infusion.
A general session at the beginning of the school year is required for the
total staff. The agenda includes a panel discussion by lead teachers, focus on
all school goals, review of common vocabulary, questions, and discussion by entire
staff.The DWP administrator's /coordinator's manual contains 20 In-service
activities to continue the implementation of the program. Educators can subscribe to
the DWP Newsletter to report progress and network with other schools throughout the
country.
PHASE 4 - OBSERVATION + EVALUATION
Consultants will work with the administrator and coordinator to develop
supervision strategies for the DWP curriculum, modeling, infusion of skills and
pre-teaching checklists. Results for each grade level will be reviewed.
A written evaluation is completed by teachers, parents, students, and the administrator of
the program. A DWP plaque signifying the completion of the goals is presented during
an appropriate session or meeting.
The completion of this phase will depend upon the size of the school,
and the degree of commitment from the staff. Three-five years is generally required
for completion of all the DWP phases.
The Results of Using DWP for
3 or More Years
1. Dramatic drop in the number of office referrals.
2. Teachers, students and parents have a common understanding of:
- The difference between discipline and self-discipline
- All school and classroom rules
- Classroom discipline cycles and total school discipline cycles
- What will be considered serious ãBig Threeä actions
- The fifteen self-discipline skills and how they look/sound in action
3. Students learn about the 15 skill framework and begin to practice and
use the skills on their own at earlier ages.
4. Large groups of students can come to order quickly and maintain
Îfocused listening' during assemblies and in classes.
5. There is a consistent language and consistent expectations used when
talking about student performance and behavioral challenges.
6. Skills are posted throughout the building as visual reminders of the
behaviors expected in the school environment.
7. Parents notice the skills are being practiced at home. Children
are encouraged to share what they have learned with others.
8. Teachers can use their preferred teaching style and also have at their disposal
all the discipline programs that are available.
9. Culture of the school is defined in pre-teaching checklists which are
used to give unity and direction to all school and classroom activities.
10. There is more staff unity and cohesiveness. Staff hold one another
accountable for modeling the skills. |