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Updated Edition of Bestseller

Seven Steps for Developing a Proactive Schoolwide Discipline Plan

A Guide for Principals and Leadership Teams
Second Edition
By: Geoff Colvin, George Sugai
Follow seven steps to build a proactive schoolwide discipline plan that maximizes learning and prevents problem behaviors while maintaining the desirable behaviors that enhance school success.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781506328195
  • Published By: Corwin
  • Year: 2017
  • Page Count: 168
  • Publication date: October 26, 2017

Price: $39.95

Price: $39.95
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In Pursuit of Positive and Proactive Behaviors – The Challenge

Every school wants to provide a safe, preventive, and positive learning environment, but recent shifts in societal and cultural norms have given rise to reactions that can be injurious, uncivil, and discriminatory. Creating and maintaining positive and proactive school discipline plans while preserving societal values and norms is more challenging than ever. Urges to get toughand enact zero tolerance policies may give impetus, but not tools. Schools are often left wondering how to address problematic behaviors, make real change happen, and accomplish their intended goals.

Seven Steps shows practitioners and pre-service educators what, why, and how to build effective school-wide discipline practices using both data and documented successes. It offers a step-by-step process that maximizes teaching and learning and prevents problem behavior while establishing and maintaining desirable behavior to enhance school success. Seven procedural steps show how to:

· Develop, teach, and maintain schoolwide behavior expectations
· Correct problem behaviors
· Sustain your plan for the long haul

Get started in creating a positive and supportive environment by exposing students to the best possible practices by all teachers in all settings.

Key features

  • Foreword by George Sugai, the leading authority on Positive Behavior Support (PBS)
  • Provides step-by-step guidelines for creating a proactive schoolwide discipline plan in schools and school districts
  • Establishes expectations throughout the school
  • Provides specific procedures for correcting inappropriate behavior
  • Offers practical checklists, plus forms for immediate implementation
  • A field-tested guide developed by a premiere institution and well-recognized researchers on proactive behavior plans


Geoff Colvin photo

Geoff Colvin

Geoff Colvin draws on his experience as a classroom teacher, administrator, researcher and instructor at the University of Oregon, and national public school consultant. Widely recognized as an expert on the subjects of school safety and violence prevention, Colvin has provided inservice training for teachers and administrators in more than 100 school districts and agencies nationally and internationally. He recently served as research associate at the University of Oregon and independent consultant in the areas of schoolwide discipline, school climate, school safety, and violence prevention, classroom management, and individual cases involving students with severe behavior disorders. Geoff also directed a juvenile detention school and a school program for youth with serious emotionally disturbances. Colvin has authored more than sixty publications, books, book chapters, journal articles, and video programs on the subject of teaching and managing students who exhibit the full range of problem behavior.

George Sugai photo

George Sugai

George Sugai is Professor and Carole J. Neag Endowed Chair in the Neag School of Education, Department of Educational Psychology at the University of Connecticut. His research and practice interests include school-wide positive behavior support, behavioral disorders, applied behavior analysis, classroom and behavior management, and school discipline. He has been a classroom teacher, program director, personnel preparer, and applied researcher. Dr. Sugai has a noteworthy publi¬cation record in refereed journals having published over 130 peer-reviewed articles, numerous monographs, and five college textbooks on effective teaching practices and Applied Behavior Analysis. He presented at numerous local, national, and international conferences and professional meetings, and has served as advisor to the U.S. Departments of Education, Justice, and Health and Human Services. His international work includes projects and consultation in eleven countries. He is co-director of the OSEP Center on Positive Behavioral Interventions and Supports (PBIS), research scientist in the UConn Center on Behavioral Education and Research, and co-director of the OSEP Early Childhood Personnel Center.
Table of Contents

Table of Contents


About the Authors



1. Guiding Principles in Providing Quality Education for All Students

Guiding Principle One: Secure Active and Integrated Participation and Support From All Levels of Stakeholders

Guiding Principle Two: Ensure That School Principal Is an Effective Instructional Leader and Active Participant in All Implementation

Guiding Principle Three: Develop Systems to Ensure All Students Have Access to the Best Instructional and Behavioral Practices for School Success

Guiding Principle Four: Implement Instructional and Behavior Practices and Systems Concurrently Within Multitiered Support Continuum

Guiding Principle Five: Implement Support Systems With Fidelity to Ensure Sustainability

Guiding Principle Six: Use Positive Reinforcement Judiciously

Guiding Principle Seven: Manage Data Effectively and Efficiently

Guiding Principle Eight: Utilize a Building Leadership Team-Based Approach

Guiding Principle Nine: Consider Context and Culture When Implementing Procedural Details

2. Understanding the Teaching–Learning Process

Stages Involved in the Process of Learning a Skill


3. Step 1: Getting Started

Conduct Preliminary Schoolwide Discipline Plan Survey

Establish a Leadership Team

Establish Need for the Plan

Communicate Effectiveness of the Plan

Explore How Plan Can Mesh With School Goals and With Other Plans

Assess District’s and Schools’ Capacity to Implement the Plan

Present Roles and Responsibilities for Implementation

Provide Opportunities for Full Discussion

Plan for the Long Haul

Obtain Commitment From All Stakeholders

Develop a Comprehensive Professional Development Plan

Develop and Use a Self-Assessment Checklist for Implementation Action Planning

4. Step 2: Developing Schoolwide Behavior Expectations

Adopting Guidelines for Selecting Schoolwide Behavior Expectations

Applying Schoolwide Behavior Expectations to Major Common Areas in the School

5. Step 3: Teaching the Behavior Expectations

Teaching Behavior Expectations to Younger Students (K–3)

Teaching Behavior Expectations to Older Students (Grades 4–12) and a Maintenance Teaching Plan for Younger Students

Generalizing the Teaching to All Common Areas

6. Step 4: Maintaining the Behavior Expectations

Systematic Review

Modeling by Faculty Through Informal Practices

Schoolwide Recognition Plans

7. Step 5: Correcting Problem Behavior

A System Involving a Continuum of Responses for the Full Range of Problem Behavior

Overview of Continuum of Responses for Addressing Problem Behavior

Office-Managed Behavior

Staff-Managed Behavior

8. Step 6: Using Data Effectively

Defining the Role of the Leadership Team

Clarifying the Purposes of an Effective Data Management System

Establishing Guidelines in Developing a Data Management System

9. Step 7: Sustaining the Plan for the Long Haul

Implementation Phases and Drivers

General Implementation-Stage Logic Based on Action Planning

Ongoing Process Factors

PBIS Exemplar for Sustainability

Ongoing Refresh Meetings to Sustain the Plan

Future Directions

Concluding Remarks

Appendices (Appendices A-Q, Reproducible Checklists, Plans, and Forms)






Price: $39.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.