Breaking the Cycle of behavioral failure with mentoring A文档文档.pptVIP

7 Reasons Why Works Pre-Established Relationship – saves time Non-Directed Style - individualization Objective - non-judgmental (input for discipline) Problem-Solving Skills are developed Belongingness increases Self-determination - students involved in their own destiny with shared responsibility Appropriate self-advocacy skills Red Zone Mentoring * Future Plans Final Outcome Data (May 2007) Present to District School Board Results will be shared with State PBS Professional Development Partnership (previously CSPD) Grant $5,000 – so that mentors can receive a stipend Red Zone Mentoring * List of References Brendtro, L., Brokenleg, M. VanBockern, S. (2002). Reclaiming youth at risk: Our hope for the future. Bloomington, IN: Solution Tree. Henderson, N. Milstein, M. M. (2003). Resiliency in schools: Making it work for students and educators. Thousand Oaks, CA: Corwin Press. Henderson, N. (2002). The Resiliency Quiz. Retrieved 5/25/2006 from / Michaels, C. A., Brown, F., Mirabella, N. (2005). Personal paradigm shifts in PBS experts. Journal of Positive Behavior Interventions, 7(2), 93-108. * For Further Information: Fill out one of our Red Zone Mentoring information request slips Or contact us at: Cheryl Young at youngca@ Lauren Lovell at laurenal@ Red Zone Mentoring * * Welcome to our presentation! * Cheryl: Review SWIS data for middle schools and compare statistics to the pilot school study. The pilot study school had fairly good proportions of green, yellow, and red zone students. The amount of discipline at the pilot school seemed as if it should have been more manageable than the national school survey. But, * 82 students who were in the RED zone, only 18 were in special education and fewer than that were students who had an FBA/BIP. 44 of the 82 students in this data were 8th grade students who went on to high school. – Whew! We noticed a HUGE repeat offender problem. 1,028 divided by 82 equals an average of 12.5 referrals per stude