The Responsible Thinking Process RTP

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The Responsible Thinking Process (RTP)

• Based On The Perceptual Control Theory

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Responsible Thinking Process (RTP)

• Developed by Ed Ford during the early 1990s.
• 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.

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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 a plan 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.
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A Look At The Theory- Perceptual Control

• Developed by William T. Powers in the 1950s.
• 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.

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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!

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

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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 students 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.

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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.

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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
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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.

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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. .

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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.

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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.

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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 students 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.

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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 students 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.

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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.

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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?

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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
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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.

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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.

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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

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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.

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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