The Responsible Thinking Process (RTP)

1. The Responsible Thinking Process (RTP) Based On The Perceptual Control Theory

2. Responsible Thinking Process (RTP) • Developed by Ed Ford during the early 1990’s. • Teaching children to respect the rights of others through responsible thinking based on the perceptual control theory. • Teachers have the right to teach and students have the right to learn without being disrupted by another. • A school-wide system of discipline that involves a questioning process, goal writing and negotiating by misbehaving students, and interventions when necessary. • In order to work it needs to be be embraced by the entire school.

3. Student Disrupts Student is asked questions: What are you doing? What are the rules? What do you want to do now? Student accepts responsibility for behavior and remains in class. Student does not work with teacher or does not accept responsibility for behavior. Student is sent to responsible thinking classroom to work on behavior plan. Student disrupts again. Student writes aplan that works for him/her. Student Is Successful!!! Student negotiates plan with the teacher (or adult who sent him/her to RTC) and is allowed to return to class.

4. A Look At The Theory- Perceptual Control • Developed by William T. Powers in the 1950’s. • PCT is about the inborn nature of human beings who control themselves, and are inherently in charge of what happens to themselves. • Discipline, under this theory, is not one person trying to force another into behaving right. It is an individual (the student) trying to make personal sense of standards, goals, and relationships with other people. • Based on the idea that different systematic levels control our actions.

5. Systematic Levels of PCT Each of us is endowed with a fascinating perceptual system that is designed to make sense of our environment so we can build a satisfying life. We fashion the meaning that we create through various systematic levels. Systems Concepts Level: From this level flow all of the standards and structures we create to have satisfying lives. This is the level where we look within ourselves and establish the way we want to be, how we want to see ourselves as persons, and the kinds of values and beliefs that we believe will bring us happiness. Principles Level: Once we have established how we want to be, it naturally follows that we need to set parameters that define our goals. The Principles level is where we set our priorities and the standards, criteria, and guidelines that establish boundaries on how we should live so as to reflect our values and beliefs. Program Level: In order to live the way we want, based on the criteria we have set, we must have effective programs for accomplishing our goals, so that the plans we make bring us satisfaction. If we want to live in harmony with others, achieving our goals means that we must not violate others’ rights. This means that we must not act as disturbances to their attempts to get what they want. Reorganization: Whenever there is a conflict within our perceptual system, such as when there are conflicting beliefs or standards, our system senses the conflict and eventually might begin to reorganize itself, generating random signals that suggest various ways that might resolve the conflict. • The Responsible Thinking Process helps students with Reorganization!

6. Who needs to be involved in order for RTP to work? Teachers Students Administration AllSchool Staff Parents

7. Responsibilities of Those Involved • Administration- The administrator must be trained in RTP and must drive the process by supporting all school staff, finding the funds to keep the staff trained, and making sure he/she maintains the integrity of the process in all situations. • Teachers- All teachers need to be trained in the process (questioning aspect and negotiation aspect) and must follow the process with all students, at all times. Must be involved in the intervention team when necessary. Must be supported by the administration. • Staff (RTP Classroom Teacher, Counselor, Custodians, Classroom Aides, Kitchen Staff, etc.)- Must be trained in the process (questioning aspect and negotiation aspect) and use it on all students. Must be supported by administration. • Parents- Must be informed of process and the reasons why RTP is being used. • Students- Must be informed of process and the reasons why RTP is being used.

8. About the Questioning Phase • When Should The Questions Be Asked? The philosophy of the program is based on the premise that teachers should be able to teach and students should be able to learn in an environment free of disturbances and threats. Therefore, if a student is disturbing the leaning process or threatening another student’s right to learn you should begin the questioning process. • Where Should The Questions Be Asked? Anywhere where disturbances or threatening behavior occurs! In the classroom, in the hallway, in the cafeteria, in the gym, outside on the playground. • Who Should Ask The Questions? Any adult in charge. Teachers, administrators, aides, custodians, cafeteria workers, etc. • How Should The Questions Be Asked? For the student to succeed they must know that you care and you have the confidence that they can solve their problems. Therefore, questions should always be asked in a respectful, calm, curious manner. You are not trying to control them. It is their responsibility to change their behavior, whether they do it in the classroom by respecting the rules or whether they do it in the Responsible Thinking Classroom by making a plan.

9. Questioning Process Mistakes (Be Aware) • Never ignore a disruption because you favor a particular student. You must ask the questions of anyone who is disturbing the learning process. • Never skip the initial questioning and send a student directly to RTC. Follow the process. • Once you have said that a student must go to RTC never back down. They have already had one chance to change their behavior in order to stay in class. This is no time for negotiation. They must present a plan to you before they come back to class. • Never ask the questions in an intimidating manner. Stay calm and respectful.

10. Example Referral To RTC Referred By:____________ Place of Disruption:____________ Date:_____ Name of Student Being Referred: _____________________________ Describe The First Disruption in Detail: Were the RTP Questions Asked? Describe The Second Disruption in Detail: Best Time To Negotiate Plan:

11. Writing a Plan- An Important Task • You must have a trained Responsible Thinking Classroom teacher who is able to help the student make a sound plan that includes: • Acknowledgement of the misbehavior- The student must take responsibility for their misbehavior in order to change it. • Why the misbehavior was disruptive- The student must realize why his/her actions are disturbing the learning process in order to see the need to change it. • A specified area for improvement- The student needs to be able to work on one area of improvement at a time. Too much at once can be overwhelming. • A measurable goal within the area for improvement-A goal is useless unless it can be measured. This way a child knows when he/she is successfully reaching the goal. • A detailed outline of how they may accomplish their goal- This should be a specific plan that discusses exactly what they need to do to reach their goal. • A way to record the progress-A chart or graph that can easily present the difference between the goal and how close the student is to reaching his/her goal.

12. Example Plan Form • Name________________________ Date____ • Who referred you to RTC? ________________________ • 1. Describe, in detail, what you did in order to be sent to RTC. • 2. What rule did this break? • 3.. Who was affected by your disruption and how? • 4. What is your behavior goal going to be? • 5. What steps do you need to take in order to change your behavior and reach you goal? • 6. Who do you need support from and what do they need to do to support you? • 7. Please make a chart or graph that will record your behavior and how close you are to reaching your goal. • Student Signature________________________ Teacher Signature____________________________ • By signing this we verify that we are committed to this plan and will take the necessary steps to make sure it is successful. .

13. Negotiations • Negotiations are vital to the student/teacher relationship. • The student must negotiate his/her plan with the teacher before returning to class. • A plan must never be ignored or refused. • A plan must be discussed in a calm and reflective manner, on both the students part and the teachers part. • When a plan is deemed acceptable to both the student and the teacher it is signed by both and put into effect. • Plans are reviewed by the student and teacher periodically to determine success.

14. Student Responsibilities While Negotiating the Plan • The student must have created a thorough and specific plan with the RTC teacher before he/she negotiates with the teacher. • The student must set up an appropriate time to negotiate their plan with the teacher. • The student must communicate their plan to the teacher and discuss what support they will need in order to be successful in accomplishing their goal. • The student must be willing to listen to the teacher and accept suggestions. • If the plan is deemed unacceptable to the teacher the student must be willing to revise.

15. Teacher Responsibilities While Negotiating the Plan • The teacher must make himself/herself available to the student for negotiation. • The teacher must give the student the time to explain his/her plan. • The teacher must listen carefully in order to fully understand the student’s plan. • If part of the plan is unacceptable, then an alternative must be offered. • The teacher must show his/her willingness to support the student in whatever way necessary.

16. Problems When Negotiating The Plan- Be Aware • The student must take responsibility for his/her behavior. If they do not then they are not ready to negotiate the plan, in which case they must return to RTC until they are ready to take responsibility for their behavior and negotiate. • Make sure that the events that occurred are accurate on the student’s plan. The student may try to “blame” someone else or downplay the effect his/her disruption had on the class. • The teacher needs to make sure that the goal is realistic and measurable. The student may try to make a grandiose goal that is just not realistic. • Make sure that the student has a good way to keep record of their accomplishments and be willing to commend them when positive behavior occurs. • The teacher should assure the student that he/she is not only willing to help them but that they are excited to be able to help them be successful.

17. Intervention Meetings- When Plans Are Not Working • Interventions become necessary when students are not being successful with their written plan(s). • Often necessary with “chronically disruptive” students who have visited RTC a number of times. • An intervention team is assembled which includes any of the following: counselor, teachers, principal, vice principal, social worker, psychologist, or any other staff that has a positive relationship with the student. • The purpose of the team is to review current data and make recommendations to help the student succeed, and to decide on an appropriate level of support that should be offered to the student.

18. Example Intervention Questions • How many times has the student written a plan? • What parts have worked/not worked? • Does the student spend quality time with anyone? • If yes, describe. What seems to work? • Does the student participate in classroom discussions? • Why, why not? • What is the student controlling for (function of behavior)? • How can the student get what he/she needs without disrupting the leaning process? • What should be the main focus (goal) for the student? • This should be focused on the most disruptive behavior, but should include a high probability of success. • What is the student successful at? • How can this be incorporated into his/her goal area?

19. RTP- Questioning, Planning, Negotiating, Intervening The Student Is Questioned An Intervention Team Gets Involved Student Disrupts The Student Is Sent To RTC The Student Negotiates The Plan With The Teacher and Returns To Class The Student Writes A Plan With RTC teacher = Levels Where Success Can Occur

20. Continued Commitment to RTP • Each RTP school should assemble a core team of staff that oversees the commitment to and the progress of RTP. • There should be a dedication to continued assessment of how the process is being applied and its success. • Training should be offered regularly in different aspects of the process: questioning, negotiating, and interventions. • All new staff should be adequately prepared for RTP before beginning at the school. • Parents should be continually informed about the process and how it is working.

21. Statistics of Success Evart High School • Located in central Michigan. • 400 students • 20-25% special education population • Over 50% free/reduced lunch population • Since RTP was implemented in 1999: • Suspensions for disrespect toward staff has decreased by 82.3%. • Suspensions for fighting has decreased by 44.4%. • Suspensions from instances of drugs, alcohol and tobacco have declined 87.5%. • Suspensions from skipping school has declined 45.4%.

22. Statistics Of Success Breckenridge Middle School • Located in lower Michigan. • 250 students • 10% special education population • 33% free/reduced lunch population • Since RTP was implemented in 2000: • 65% decrease in gross misconduct • 65% decrease in fights

23. Statistics Of Success Sahuaro Elementary School • Located in Phoenix, Arizona. • 650 students • 44% free/reduced lunch population • Since RTP was implemented in 2001: • Theft by students has decreased by 40%. • Violent behaviors (reckless play and hurting other students) have decreased 50%. • Disrespect to staff has decreased by 77%.

24. References • Ford, E. (1994) Discipline For Home and School:Book One. Scottsdale, AR: Brandt Publishing. • Ford, E. (1999) Discipline For Home and School:Book Two. Scottsdale, AR: Brandt Publishing. • www.responsiblethinking.com • www.evart.org/michigan/evart_school.html • www.wesd.k12.az.us/schools/sahuaro.htm