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tanding of current reality shared throughout the organization, and from there, do you create new knowledge? Is this knowledge translated into effective action toward the desired future?

Educational facilities that consistently apply these questions are referred to as self-renewing because such questioning brings about ongoing growth and development. Once an educational facility understands and regularly implements this organizational learning process, it is better able to implement and sustain long-term improvements and changes in all areas (Walker, Cheney & Stage, 2009). Implementing SWPBS requires schools to assess their proficiency in using evidence-based practices and to translate those findings into their behavior program. This has been referred to as benchmarking, in the fields of organizational development (Walker, Cheney & Stage, 2009). Calabrese (2000) states, 'Benchmarking compares organizational growth against best practices in the world. It is a means of consistency seeking, then maintaining optimum quality' (p.95).

Money spent on disciplinary actions and tracking time is a useful technique in evaluating the effectiveness of a program, this is displayed in studies and statistical data provided by the authors; the results were, for the most part, positive, however the overall evaluation process is in itself time consuming (Okrentowich, 2006).

The following is from resource marked red star dated 1/20/10 pg3

A total school-wide approach with a specific plan can be the direction to take in creating an effectively discipline school (Crone, Horner, & Hawken, 2003). There are a variety of methods or behavior programs that can be implemented; however, documentation must be accurate to determine whether the program is working. In order to have positive change in school discipline, a program must be in place for long term. To accomplish this, one must research, experiment and document. The program must be in place for more than one year to see accurate results.

Boland, Horner, Ingram, Irvin, Sampson, Sugai & Todd (2006) suggests strategies in which to evaluate the effectiveness of school-wide approach to student discipline in Using Office Discipline Referral Data for Decision Making about Student Behavior in Elementary and Middle Schools: An Empirical Evaluation of Validity. They believe that data-based decision making can be beneficial to the social climate of the school and behavior of the students. Boland, et al. (2006) present what they considered an empirical study of the validity of one systematic approach to collecting and using such information, including the information of student behavior when using intervention methods in a school-wide atmosphere.

Schools are in need of finding new ways to promote preventative disciplinary measures and positive behavior. Current and relevant studies on effective methods are what schools should consider. Using Office Discipline uses information and surveys contained in a web-based computer application called School Wide Information System (SWIS). SWIS is used for entering, organizing, managing, and reporting office discipline referral data, in order to gather information of the effects of School Wide Disciplinary methods. The data provided is useful in determining whether to use a school-wide approach (Boland, et al., 2006). The authors also believe the data collected is informative and