Shifting From Reactive to Proactive Discipline in an Urban School District

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Unmasking the Inequitable Discipline Experiences of Urban Black Girls: Implications for Urban Educational Stakeholders (2011, background): “PBS has been shown to decrease office referrals for all students and increase teacher efficacy in behavior management (Netzel and Eber 2003).”
Schoolwide Positive Behavior Supports (2008, background): “…individual research studies demonstrate that implementation of primary tier interventions is associated with increases in consistency among staff, increases in positive interactions, and decreases in office discipline referrals (Netzel & Eber, 2003; Safran & Oswald, 2003; Turnbull et al., 2002).”
The relationship of school-wide Positive Behavior Support to academic achievement in an urban middle school (2006, background): “Urban, inner-city areas pose an especially challenging atmosphere in which to intervene because of increased rates of poverty, crime, violence, substance use, poor nutrition, and unemployment (Cauce, Stewart, Rodriguez, Cochran, & Ginzler, 2003; Netzel & Eber, 2003 ).”
Schoolwide Application of Positive Behavior Support in an Urban High School (2006, background): “As Netzel and Eber (2003) described,“Urban school districts have unique challenges due to factors such as size, high poverty rates, diverse communities, and limited resources” (p.”