Tooele South High School Tooele School District

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Problem Identification: What is the Problem?. There are high incidents of student profanity use at our school.High profanity use is negatively affecting classroom instruction and general school behavior.We want our students to replace profanity with appropriate school language.. Problem Analysis:

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Tooele South High School Tooele School District

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1. Tooele South High School Tooele School District Administrator: Mark Ernst Building Coordinator: Tracie Sneed Team Members: Kenna Christensen, Robert DeWyze, Julie Ernst, Sharon Groo, Taunya Jones, Nancy Larsen, Margaret Petersen

2. Problem Identification: What is the Problem? There are high incidents of student profanity use at our school. High profanity use is negatively affecting classroom instruction and general school behavior. We want our students to replace profanity with appropriate school language.

3. Problem Analysis: We Compared Profanity to other behaviors to confer that this is the behavior we wanted to focus on. See the Incident Chart below. Why does it occur? Friends and Parents Swear No consequences outside of school Music, Movies and other forms of media When does it occur? During casual conversations When under duress Where does it occur? At lunch time In the hallways In the classrooms

4. Plan Development and Implementation What should be done about it? 1. We used a “first warning” to remind students of their behavior. This warning will not be formally recorded unless it is a major offense (directing profanity to a teacher directly). 2. We used a White Slip problem behavior ticket (already in place) to record a profanity incident after the “first warning.” Mrs. Jones records this record using our Discipline Tracker software. 3. Beginning with Term 2 , we used an excel spread sheet listing each student name, to record every profane incident, (first warnings included) for our Profanity Free Reward Program.

5. At the end of each term we determined how may students remained profanity free (never used profanity once during school hours.) The incentive was 2 free move passes to a movie of their choice.

6. Evaluation: Did it Work? After analyzing the data (see slide 3) we extracted from Discipline Tracker, we noticed a dramatic reduction (54%) of overall school-wide profanity use. Furthermore, we also noticed that there seems to be a correlation with “profanity” reduction and “willful disobedience” incident reduction (see slide 3). We need to do further study to confirm the correlation, but the data looks positive! When we look at the data for our Profanity Free Program (see slide 5), 5 or 8 students doesn’t seem too rewarding, but when we remember that this is 5 students out of 65 students (7%) rose to 8 students our of 65 (12%) it looks promising. Also, since our local movie house is willing to donate the tickets, we decided that as long as we make progress, even slow, steady progress --it is worth it!

7. Further Evaluation We have determined that we need more time—changing a behavior like profanity needs constant monitoring and modification. We now realize that if we use more reminders at the beginning of classes, posters in the lunch room and hallway—our incidents may decrease even more. Also, we should better model specific behavior on how to replace profane language with appropriate language. We are concerned that as our school changes location next year—to our new CLC location—that we will lose momentum. We need to take measures that this does not happen. At the end of this year, our school ‘graduates’ out of the UBI state program, and we need to take measures now in order to carry over both our positive and negative behavior implementations that we have created during the past three years.

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