New York City Department of Education

1

New York City Department of Education

Strategies for Preventing

Corporal Punishment

&

Verbal Abuse

A collaborative project of the

Office of Teaching/Learning and Integrated Service Center (ISC)

August 2007

2

Contents

Page

Introduction 3

The Regulations 4

Principals Guide to Preventing Incidents of Corporal Punishment 6

Sample Entry Points for Corporal Punishment / Verbal Abuse PD Sessions 8

Staff Guide to Preventing Incidents of Corporal Punishment 9

Sample Introductory Activities 10

Sample Reflective Discussion Activities 19

New Teachers 26

3

Introduction

This guide represents a proactive approach to preventing instances of corporal punishment and verbal abuse allegations in your school. It is based on the assumptions that allegations of corporal punishment and verbal abuse will be minimized when teachers, paraprofessionals and school aides are aware of the regulations, reflective about their responses to disruptive student behavior, and able to maintain effective classroom management strategies.

This guide contains sample lessons, activities, and strategies for • Informing all staff about the Chancellors Regulations regarding Corporal Punishment & Verbal Abuse• Addressing individual staff members who are at risk of violating the regulations• Providing follow up support for staff members who have substantiated allegations of Corporal Punishment &

Verbal Abuse

Realizing that finding time to provide professional development can be challenging, we have provided suggestions for lessons of varying lengths for the same topic, to assist you in fitting in the training based on the time you have available.

Please review and refer to the following regulations as you work with this guide:

Chancellor’s Regulation A440 (Corporal Punishment)

Chancellor’s Regulation A421 (Verbal Abuse)

Chancellor’s Regulation A443 (Student Discipline Procedures)

Citywide Standards of Discipline and Intervention Measures (The Discipline Code)

4

The Regulations

The use of physical force upon a student for punishment purposes

or

the use of language that belittles or subjects students to ridicule, or is abusive or threatening verbal communication

is prohibited in New York City Public Schools

Chancellor’s Regulation A-420

This regulation defines and prohibits the use of corporal punishment.

Corporal punishment is prohibited. Disruptive behavior by a student must never be punished by use of physical force… Regulations… define corporal punishment as any act of physical force upon a student for the purpose of punishing that pupil.

No Corporal Punishment shall be inflicted in any of the public schools, nor punishment of any kind tending to cause excessive fear or physical or mental distress. Violation of this bylaw shall constitute grounds for dismissal.


This regulation defines and prohibits the use of verbal abuse upon students.

Verbal abuse of students is prohibited. Disruptive behavior by a student must never be punished by use of verbal abuse…verbal abuse includes: 1.) language that tends to cause fear or physical or mental distress; 2.) language that includes words denoting racial, ethnic, religious, gender, disability, or sexual orientation which tends to cause fear or physical or mental distress; 3.) language that tends to threaten physical harm; or 4.) language that tends to belittle or subject students to ridicule.

Reporting Requirements

All allegations of corporal punishment or verbal abuse of students by Department of Education employees, custodial employees or others must be reported immediately to the Office of Special Investigations by the supervisor.

5

The Regulations

Matters concerning student behavior should be addressed in accordance with

Chancellor’s Regulation A-443 and the Discipline Code


This regulation governs the intervention and discipline procedures for all students… Students must be taught that they are responsible for their behavior, that there are standards of behavior with which they must comply and that there are consequences when they do not meet those standards.

Citywide Standards of Discipline and Intervention Measures (the Discipline Code)

The Discipline Code provides a comprehensive description of unacceptable behavior, including incidents involving drugs or weapons. It includes the range of permissible disciplinary and intervention measures which may be used when students engage in such behaviors as well as a range of guidance interventions schools may use to address student behavior.

6

Principal’s Guide to Preventing Incidents of Corporal Punishment

Inform Staff

•It is the principal’s responsibility to ensure that all staff are aware of regulations•Include in beginning of year school policy overview•Duplicate copies of regulation for staff

Plan Specific PD

•Provide “direct instruction” on Avoiding Allegations•Present related regulations as a “bundle” (A-420 A421 A443 & Discipline Code•Engage in INTERACTIVE discussions; not just lecture•Individualize for ‘high risk’ positions (e.g. phys ed / cluster / new teachers)

7


School Level Strategies for addressing behavioral problems

•Discuss with student & parent•Consider use of alternative instructional materials•Consider use of alternative instructional approaches•Consider alternative classroom management techniques•Consider remedial services•Consider alternative class placement•Provide guidance support•Refer to Pupil Personnel Team•Consider services to address personal and family circumstances•Functional behavioral assessments (students w/ disabilities•Behavioral intervention plans (students w/ disabilities)•Refer to CSE if suspect behavior issues may be result of disability•Principal’s guidance conference•SAVE room

8


Guidance Interventions

•Referral to PPT (Pupil Personnel Team)•Intervention by Counseling Staff•Individual / Group Counseling•Conflict Resolution•Peer Mediation•Individual Behavior Contract•Short-term behavioral progress reports•Community Service (with parental consent)•Guidance Conference•Referral to Community Based Organization (CBO)

9

Sample ENTRY POINTS for Corporal Punishment / Verbal Abuse PD Sessions

PD Venue When Target Audience

School Policies & Procedures Overview August Staff Orientation All Staff

Voluntary New Teacher (Breakfast/ Lunch/Dialogue, etc.) with Principal

Before/After School, lunch time, common prep

New Teachers

Presentation at Staff Faculty Conference Regularly scheduled faculty conference

All Staff or small target groups during differentiated sessions

Mandated small group review sessions Prep Period Follow up disciplinary action to substantiated allegation

Intervisitations Prep Period &/or class coverage

Follow up to class observation revealing classroom management challenges

Workshop Grade/ Department meeting

Small target groups

Staff Development Day Break out sessions Target groups

Conference, intervisitation, workshop 2 weekly professional support periods for first year teachers

New Teachers

Mentoring Activity Reflective conference between Mentor & New Teacher

New Teachers

10

Staff Guide to Preventing Corporal Punishment

In the long term:

• Effective classroom management procedures and

• Effective Lesson Planning will decrease incidents of disruptive behavior

In the short term/

In the moment:

• Learn how to respond not react to confrontations

• Remember you are the adult & the professional

• Avoid strategies that escalate the confrontation

Handout

11

Sample Introductory Activities

Introductory ActivitiesThe following activities are designed to engage the audience and provide opportunities for group discussion by tapping into prior knowledge

and sharing:• Corporal Punishment KWL• Verbal Abuse KWL• Corporal Punishment and Verbal Abuse Similarities and Differences• Exploring Chancellor’s Regulation A-420• Exploring Chancellor’s Regulation A-421• MatchingSince finding time to provide professional development can be challenging, activities have been provided of varying lengths. Each activity can

be used as separate stand-alone activities or they can be mixed and matched according to staff needs and available time.

Corporal Punishment KWL Procedures:1. Duplicate and distribute handout Corporal Punishment KWL or provide chart paper for groups to record their responses2. As a group, list everything you think you know about the Corporal Punishment Regulation3. As a group, list everything you want to know about the regulation4. Provide opportunities for groups to share5. Distribute Regulation A-420 and provide time to review6. Have groups complete the What I Learned column7. Public ShareMaterials needed: Corporal Punishment KWL handout; chart paper & markers; Copies of A-420 regulation for each participantTime: 20 minutes

Verbal Abuse KWL Procedures:1. Duplicate and distribute handout Verbal Abuse KWL or provide chart paper for groups to record their responses2. As a group, list everything you think you know about the Verbal Abuse Regulation3. As a group, list everything you want to know about the regulation4. Provide opportunities for groups to share5. Distribute Regulation A-421 and provide time to review6. Have groups complete the What I Learned column7. Public ShareMaterials needed: Verbal Abuse KWL handout; chart paper & markers; Copies of A-421 regulation for each participantTime: 20 minutes

12

Sample Introductory Activities (Continued)

Corporal Punishment & Verbal Abuse: Similarities & DifferencesMaterials needed: Corporal Punishment & Verbal Abuse handout; chart paper & markers, copies of regulations A-420 and A-421 for each participantTime: 20 minutes

1. Duplicate and distribute handout Corporal Punishment & Verbal Abuse: Similarities & Differences or provide chart paper for groups to record their responses

2. Share following statement: Prior to January 2003 Corporal Punishment and Verbal Abuse were covered under the same Chancellor’s Regulation. Turn to a colleague sitting next to you and discuss why you think the regulations were separated.

3. Brief public share.4. Distribute copies of A-420 and A-421 and provide time to read and compare individually.5. As a group complete Similarities and Differences Chart6. Public Share

Exploring Chancellor’s Regulation A-420:Materials needed: Copies of A-420 for each participantTime: 12-15 minutes

1. Distribute copies of Chancellor’s Regulation A-420 and provide time to read individually2. Ask participants to highlight key points of the regulation3. Provide time for public share.4. What questions do you have about the regulation?

Exploring Chancellor’s Regulation A-421:Materials needed: Copies of A-421Time: 12-15 minutes

1. Distribute copies of Chancellor’s Regulation A-421 and provide time to read individually2. Ask participants to highlight key points of the regulation3. Provide time for public share.4. What questions do you have about the regulation?

13

Sample Introductory Activities (Continued)

Opening Activities: Matching

Materials needed: Copies of Matching handout for each participant

Time: 5 minutes

1. Duplicate and distribute copies of Matching handout

2. Have participants respond individually

3. Ask participants to share their responses with a shoulder partner

4. Provide time for public share

Opening Activities: True or False

Materials needed: Copies of True or False handout for each participant

Time: 5 minutes

1. Duplicate and distribute copies of True or False document

2. Have participants respond individually

3. Ask participants to share their responses with a shoulder partner

4. Provide time for public share

14

Corporal Punishment KWL

What do you know about Corporal Punishment?

What do you want to know about Corporal

Punishment?

What have you learned about

Corporal Punishment?

Handout

15

Verbal Abuse KWL

What do you know about Verbal Abuse?

What do you want to know about Verbal

Abuse?

What have you learned about Verbal

Abuse?

Handout

16

MatchingChancellor’s Regulation A420

Chancellor’s Regulation A421

Citywide Standards of Discipline & Intervention Measures

Chancellor’s Regulation A443

A Verbal Abuse

BCorporal Punishment

CThe Discipline Code

DStudent Disciplinary Procedures

Handout

17

Corporal Punishment & Verbal Abuse: Similarities & Differences

In what ways are they SIMILAR? In what ways are they DIFFERENT?

Handout

18

True or False• A parent has the right (by prior approval) to waive the restriction

against corporal punishment.• There are no exceptions to the prohibition on the use of physical

force.• An employee may be reassigned while allegations of corporal

punishment are being investigated.• An employee may be dismissed for inflicting corporal punishment.• It is the principal’s responsibility to bring to the attention of all staff

the rules with respect to corporal punishment.• All allegations of corporal punishment must be reported immediately

to the Office of Special Investigations.• Employees must be removed from the classroom whenever an

allegation of corporal punishment has been made.• As long as a staff member avoids use of physical force there can be

no consequences.

Handout

19

Sample Reflective Discussion Activities

Reflective Discussion Activities

The following activities are designed to engage the audience in being reflective about responses and choices that staff members make in response to disruptive behavior.

• Reflective Questions • Scenarios• Changing the Outcome• The Time I Almost Lost It

Reflective Questions: Carousel Brainstorms:

Materials: Chart Paper; different color marker for each tab, reference copies of the chancellors regulations A-420 A-421 A-423 Discipline Code

Time: 50-60 minutes

1. Provide each table with chart paper and a different color marker.

2. Assign each group a different reflective question to respond to (or allow tables to choose the question they are interested in).

3. Provide time for each table to respond to their question on chart paper.

4. Have tables rotate their charts clockwise to the next table.

5. Each table reads the responses and adds additional comments or questions (using the color marker from their table).

6. Continue rotating charts until each table has their original chart.

7. Tables read and reflect on the additional comments.

8. Each table shares out publicly.

20

Sample Reflective Discussion Activities (Continued)

Reflective Questions:Materials: Reflective Questions, copies of chancellors regulations A-420, A-421, A-423Time: 15-20 minutes

1. Presenter selects reflective questions for discussion.2. Provide time for each table to discuss their question in their small group.3. Provide time for public share.

Scenarios:Materials: Scenarios That Could Lead to Corporal Punishment / Verbal AbuseTime: 15 – 30 minutes (depending on amount of discussion time allotted)

1. Distribute Scenarios That Could Lead to Corporal Punishment / Verbal Abuse.2. Working in pairs decide which regulation applies to each scenario.3. Discuss the issues that each scenario presents.4. Provide time for public share.

Changing the Outcome:Materials: Changing the Outcome reference copies of the chancellors regulations A-420 A-421 A-423 Discipline CodeTime: 15 - 20 minutes

1. Display scenarios described in Changing the Outcome.2. Assign each individual or group a different scenario to address to (or allow tables to choose the question they

are interested in).3. Ask each to re-write scenario to bring about a more positive outcome for both student and staff member.4. Have tables rotate their charts clockwise to the next table. 5. Each group shares out publicly. Others are invited to offer other solutions.

21

Sample Reflective Discussion Activities (Continued)

Changing the Outcome:Materials: ‘Changing the Outcome’ reference copies of the chancellors regulations A-420 A-421 A-423 Discipline CodeTime: 25 - 30 minutes

1. Display scenarios described in Changing the Outcome.2. Each individual or group addresses all 5 scenarios.3. Ask each to re-write scenario to bring about a more positive outcome for both student and staff member.4. Have tables rotate their charts clockwise to the next table. 5. Each shares out publicly. Others are invited to offer other solutions.

The One Time I ALMOST Lost It:Materials: Reflective Questions, copies of chancellors regulations A-420, A-421, A-423Time: 15-20 minutes

1. Ask staff to individually write about a time that they almost responded to a confrontation with a student inappropriately.

2. Identify factors that prevented ‘crossing the line.’3. Using STAND UP meetings, have colleagues exchange stories.4. Provide time for public share: What kinds of strategies helped this community to avoid “crossing the line”?

Triggers:Materials: The Discipline CodeTime: 15 - 20 minutes

1. Individually, review the handout Potential Triggers for Corporal Punishment or Verbal Abuse.2. Discuss with a colleague sitting next to you why these behaviors are described as “triggers”.3. Use the Discipline Code to find responses that are appropriate for each ‘trigger’.4. Public Debrief

22

Reflective Questions• Why should disruptive behavior by a student NEVER be

punished by use of physical force?• What kind of interventions would be more appropriate

and more effective to address disruptive behavior?• How do the following support the avoidance of corporal

punishment charges :• A420/ A421/A443 / Discipline Code/ Save Legislation / Pupil Personnel

Team/ Guidance interventions

• What school level strategies are available to address behavioral problems?

• What strategies are available to the individual teacher to address behavioral problems?

• Are there any circumstances when reasonable physical force may be used?

• Is it enough to simply avoid using physical force?

Handout

23

Scenarios that could Lead to Corporal Punishment / Verbal Abuse Allegations

1. Teacher demands that a disruptive student leave the classroom. Student ignores teacher instructions. Teacher grabs student’s arm to escort him from the room

2. Two students are fighting. Teacher steps in to pull the students apart.

3. Teacher tells student who has been talking incessantly to stand in the corner.

4. Most of the class has been talking, joking and not paying attention to the lesson for the entire period. Teacher tells the students that given their attitude they will never amount to anything.

5. Teacher playfully hits student with plastic bat in gym.6. Student curses at teacher. Teacher responds in kind.7. Teacher is covering a class for an absent teacher of unfamiliar

students. The students are unruly and disrespectful.8. Teacher has told the same student several times to stop running

in the lunchroom.

Handout

24

Changing the OutcomeEach of the following scenarios led to an allegation of corporal punishment. Re-write

each scenario: How else could the staff member have responded to bring about a more positive outcome for student and staff?

1. A student is assigned to your class because the regular teacher is absent. The visiting student is disorderly and fooling around with the student next to him. You take the visiting student’s arm to escort him to another seat.

2. You are with your class in the auditorium rehearsing for a school presentation. Two students not in your classroom attempt to enter the auditorium. When you tell the intruders to go back to class, one of them tries to run past you. You hold up your arms to push the student back out of the auditorium.

3. You are attempting to break up a fight between two students. One student swings at the other student but hits you instead. You push the student away and he falls hitting his back on a desk.

4. You are returning test papers and you can’t believe that everyone has failed the exam. As you are lecturing the class for not studying, a student starts talking. You blurt out, “I know you are not talking after the mark you got on this test. What are you stupid or something?”

5. You are escorting your class to the main entrance for dismissal. You admonish your class not to make a sound. One student walking right next to you starts laughing. As you remind him to be quiet, you smack him on the back of his head.

Handout

25

Potential “Triggers” of corporal punishment or verbal abuse reactions

• Student engages in verbally rude or disrespectful behavior

• Student behaves in a manner which disrupts the educational process

• Student uses profane language, obscene, vulgar, lewd or abusive language

• Student uses slurs based on race, ethnicity, color or gender or sexual orientation

• Student is insubordinate, defying or disobeying authority• Student attempts to leave (or enter) class without

permission

Handout

26

New Teachers• DOE statistics show that there is a higher

incidence of corporal punishment / verbal abuse allegations among new teachers.

• Mentors are in a unique position to observe situations with new teachers that might result in corporal punishment / verbal abuse charges

• Mentors should seek entry points to share potential corporal punishment verbal abuse situations to address with new teacher.

• Principals can use the 2 professional support periods to address potentially explosive situations in the new teacher’s classroom.

27

New TeachersMENTORS CAN• Bring to attention of new teachers

situations and behaviors that could lead to corporal punishment or verbal abuse

• Use classroom data collection tools to share “risky” behavior

• Provide another copy of regulations and discuss appropriate strategies

• Engage in role play scenarios to help avoid corporal punishment allegation traps

• Engage in reflective conversations to guide the new teacher to more effective strategies for addressing disruptive behavior

• Work with new teacher to address general classroom management strategies

• Work with new teachers to help plan more effective and engaging lessons.

PRNCIPALS CAN• Make sure that new teachers are

aware of and receive copies of the chancellor’s regulations when they begin working in school

• Use data from classroom observations to make new teachers aware of potential corporal punishment situations

• Arrange training especially for new teachers on avoiding corporal punishment/ verbal abuse traps

• Make use of the two professional support periods to arrange for discussions, intervisitations and workshops on avoiding allegations.

Documents

New York City Department of Education