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ements to include in a successful discipline plan to affect student behavior and achievement?

Discipline in the 21st century should be proactive. This type of discipline should not be focused on one punishing behavior. The focus should be prevention of conflicts and disruptions. Students have to be taught responsibility, self-management, problem solving, and decision-making. External control and compliance are not congruent with the 21st century values. Self-control should be the goal of discipline for today's student (McLeod, Fisher & Hoover, 2003). According to Hester, et al (2004), to ensure system-wide intervention, changing the structure and culture of the school, the classroom and curriculum of daily instruction in ways that teach, reinforce, and otherwise strengthen appropriate student behavior is necessary. A system-wide change requires that teachers establish nurturing classroom environments that are conducive to learning.

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In order for schools to achieve effective and explicit instruction that maximizes students' knowledge of concepts, skills, and information and ensure students are challenged to remain focused, responsive, and engaged, the following must take place:

1.increase instructional accountability and justification

2.improve the alignment between assessment information and intervention development

3.enhance use of limited resources and time

4.make decisions with accurate and relevant information

5.initiate important instructional decisions earlier and in a more timely manner

6.engage in regular and comprehensive screening for successful and at-risk learners

7.provide effective and relevant support for students who do not respond to core curricula

8.enhance fidelity of instructional implementation (Sugai, 2007).

Accomplishing that goal requires integrating social behavioral and academic aspects of group-individual instruction. A successful educational environment is punctuated by clear expectations, high rates of engagement and academic success, high rates of student and teacher praise statements, acknowledgements of appropriate behavior (e.g., verbal and nonverbal positive feedback) and direct systematic instruction that included modeling and role playing activities to replace behavior that disrupts classroom instruction (Hester, et al, 2004). It is evident even in schools, where the most serious offenses have occurred, that there is lack of a proactive plan. A review of information regarding school discipline procedures revealed that of 25 schools, only 2 had a comprehensive and proactive approach to managing student behavior after shooting incidents. The remaining 23 schools had adopted reactive and punitive approaches (Gagnon, Rockwell, & Scott, 2008). Schools need something more than a reactive approach to behavior management (Crone & Horner, 2003).

The capacity to identify, adopt, and sustain systems that are effective and efficient in meeting the needs of students is what many schools lack. The research showed that, without a successful plan to handle these disruptive behaviors of children, the learning of all children within the environment can be negatively affected. Others affected by these significant disruptive behaviors are school per