Consistency Management & Cooperative Discipline® (OJJDP Model Program Guide)

Office of Justice Programs, Innovation - Partnerships – Safer Neighborhoods

Office of Juvenile Justice and Delinquency Prevention (OJJDP) Serving Children, Families and Communities

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Consistency Management & Cooperative Discipline®

Intervention:

Consistency Management & Cooperative Discipline® (CMCD®) is a classroom and school reform model where teachers and students jointly become responsible for learning and classroom organization. It is designed to improve student behavior, instructional management, and classroom climate, with the ultimate goal of improving student achievement.

The model seeks to address the needs of students, teachers, and administrative staff in schools from prekindergarten through 12th grade. The target population is innercity youth.

CMCD® seeks to prevent disruptive behavior before it begins and diminishes productive time in the classroom. Though it is implemented initially in individual classrooms, the model is meant to be implemented as a schoolwide program. The components of the model are designed to foster a classroom environment that concentrates on active learning through a climate of respect and discipline. The model endorses five central themes: prevention, caring, organization, cooperation, and community.

The consistency management component concentrates on classroom instructional organization and planning arrangement by the teacher (seating arrangements, passing out papers, etc.). The teacher acts as an instructional leader, striving to create a predictable environment where distractions are reduced. For instance, lesson objectives and assignments are listed on the board daily, so students recognize and follow routine activities. The classroom thereby becomes an agent of change.

The cooperative discipline component expands leadership roles to the students by giving each student multiple leadership opportunities. For instance, students take over many of the tasks traditionally managed by teachers (e.g., tracking forms, passing out papers). Classroom meetings provide an opportunity for students to share their opinions, as well as learn how to solve disputes and work in groups. Together, the consistency and cooperative components are meant to create a sense of belonging for all students.

To be implemented, 70 percent of the staff must vote in support of the project. CMCD® is then phased in, in three stages: first in the classroom, then in the broader school environment (e.g., in common areas such as hallways or the cafeteria), and finally through the development of site capacity (e.g., through leadership training).

Evaluation Methodology:

Study 1
Freiberg, Huzinec, and Templeton (2009) assessed the impact of the CMCD® model in 14 elementary schools located in an urban, low-socioeconomic status, minority community in the Southwest. All schools had a majority of either Hispanic or African American students. On average, 52 percent of the sample was Hispanic and 46 percent African American.

The researchers used an archival, post-hoc, quasi-experimental design to assess the impact of CMCD® on student achievement. A total of 700 students were randomly selected—350 from the CMCD® schools and 350 from comparison schools. The sample was stratified at the school campus level. Schools were matched based on mobility and percentage of enrolled African American, Hispanic, white, economically disadvantaged, and limited-English-proficient students. Schools were equivalent on racial profile and economic distribution.

Archival data was retrieved for results from the Texas Assessment of Academic Skills. Two years of data was collected. Two analysis of variance (ANOVA) tests were conducted to compare treatment and control students and to determine whether a significant difference existed between the two groups postintervention.

Evaluation Outcome:

Study 1
Reading Achievement
Freiberg, Huzinec, and Templeton (2009) found that, compared with the control group, the CMCD® group demonstrated significantly greater improvement in reading achievement on the Texas Assessment of Academic Skills reading subtest from pretest to posttest at the end of the second year of intervention.

Mathematics Achievement
Compared with the control group, the CMCD® group demonstrated significantly greater improvement in mathematics achievement on the Texas Assessment of Academic Skills reading subtest from pretest to posttest at the end of the second year of intervention.

Other Information:

References:

Freiberg, H. Jerome. 1989. “A Multidimensional View of School Effectiveness.” Educational Research Quarterly 13(2):35–46.

Freiberg, H. Jerome, Michael P. Brady, Paul R. Swank, and Ronald D. Taylor. 1989. “Middle School Interaction Study of Mainstreamed Students.” Journal of Classroom Interaction 24(2):23–42.

Brady, Michael P., Paul R. Swank, Ronald D. Taylor, and H. Jerome Freiberg. 1992. “Teacher Interactions in Mainstream Social Studies and Science Classes.” Exceptional Children 58(6):530–40.

Consistency Management & Cooperative Discipline® Web site. 2011. http://cmcd.coe.uh.edu/

Freiberg, H. Jerome, Chris A. Huzinec, and Stacey M. Templeton. 2009. “Classroom Management—a Pathway to Student Achievement: A Study of 14 Innercity Elementary Schools.” Elementary School Journal 110(1):63–80.

Freiberg, H. Jerome, Michael L. Connell, and Jeffrey Lorentz. 2001. “The Effects of Consistency Management on Student Mathematics Achievement in Seven Elementary Schools.” Journal of Education for Students Placed at Risk 6(3):249–70.

Freiberg, H. Jerome, Neil Prokosch, Edward S. Treister, and Terri A. Stein. 1990. “A Study of Five At-Risk Innercity Elementary Schools.” Journal of School Effectiveness and School Improvement l(l):5–25.

Freiberg, H. Jerome, Neil Prokosch, Edward S. Treister, Terri A. Stein, and Kwame Asamoah Opuni. 1989. “Turning Around At-Risk Schools Through Consistency Management.” Journal of Negro Education 58(3):372–82.

Freiberg, H. Jerome, Terri A. Stein, and Shwu–Yong L. Huang. 1995. “Effects of a Classroom Management Intervention on Student Achievement in Innercity Elementary Schools.” Educational Research and Evaluation l(l):36–66.

Freiberg, H. Jerome, Terri A. Stein, and Gale Parker. 1995. “Discipline Referrals in an Urban Middle School: Implications for Discipline and Instruction.” Education and Urban Society 27(4):421–40.

Slavin, Robert E., and Cynthia Lake. 2008. “Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis.” Review of Educational Research 78(3):427–515.

Swank, Paul R., Ronald D. Taylor, Michael P. Brady, Robin Cooley, and H. Jerome Freiberg. 1989. “Grouping Students in Mainstreamed Middle School Classrooms: Desirable and Less Desirable Outcomes.” NASSP Bulletin 73(516):62–66.

U.S. Department of Education. 1998. “Tools for Schools: School Reform Models Supported by the National Institute on At-Risk Students.” Washington, D.C.: Office of Educational Research and Improvement.

Program Specification:

New Rating:

Promising

Re-reviewed Date:

December 2012

Program Type:

Academic Skills Enhancement

Conflict Resolution / Interpersonal Skills

Leadership and Youth Development

School/Classroom Environment

Ethnicity:

African American

Hispanic or Latino (of any race)

White

Gender:

Both

Age:

8 - 11

Target Settings:

Urban

Problem Behaviors:

Academic Problems

Aggression/Violence

Risk & Protective Factors:

Risk

Community

Social and physical disorder / Disorganized neighborhood

Family

Family history of problem behavior / Parent criminality

Parental use of physical punishment / Harsh and/or erratic discipline practices

Sibling antisocial behavior

Individual

Antisocial behavior and alienation / Delinquent beliefs / General delinquency involvement / Drug dealing

Early onset of aggression and/or violence

Lack of guilt and empathy

Life stressors

Mental disorder / Mental health problem / Conduct disorder

Poor refusal skills

Victimization and exposure to violence

Peer

Association with delinquent and/or aggressive peers

Peer rejection

School

Inadequate school climate / Poorly organized and functioning schools / Negative labeling by teachers

Low academic achievement

Negative attitude toward school / Low bonding / Low school attachment / Commitment to school

Protective

Community

High community expectations

Presence and involvement of caring, supportive adults in the community

Prosocial opportunities for participation / Availability of neighborhood resources

Family

Effective parenting

Good relationship with parents / Bonding or attachment to family

High family expectations

Opportunities for prosocial family involvement

Rewards for prosocial family involvement

Individual

Healthy / Conventional beliefs and clear standards

High individual expectations

Perception of social support from adults and peers

Positive expectations / Optimism for the future

Self-efficacy

Social competencies and problem solving skills

Peer

Good relationships with peers

Involvement with positive peer group activities

School

High expectations of students

High quality schools / Clear standards and rules

Opportunities for prosocial school involvement

Presence and involvement of caring, supportive adults in school

Rewards for prosocial school involvement

Strong school motivation / Positive attitude toward school

Student bonding (attachment to teachers, belief, commitment)

Additional Information:

Department of Education

Status:

Program is in operation at this time.

Performance Measures:

Suggested OJJDP Performance Measures for the Program Types(s):

Delinquency Prevention
Academic Skills Enhancement
Logic Model: PDF
Performance Matrix:PDF
School Programs
Academic Skills Enhancement
Logic Model: PDF
Performance Matrix:PDF
Delinquency Prevention
Leadership and Youth Development
Logic Model: PDF
Performance Matrix:PDF
School Programs
School/Classroom Environment
Logic Model: PDF
Performance Matrix:PDF

Contact Information:

Program Developer:
H. Jerome Freiberg, Project Director
Consistency Management & Cooperative Discipline
4800 Calhoun Farish Hall, Room 442
Houston, TX 77204–5026
Phone: 713.743.8663
Fax: 713.743.8586
Email: Click Here
Website: Click Here

Training & TA Provider:
Lula Moore-Johnson, CMCD Lead Coordinator
CMCD Lead Coordinator University of Houston
4800 Calhoun Farish Hall, Room 415a
Houston, TX 77204-5026
Phone: 713.743.8863
Fax: 713.743.8586
Email: Click Here
Website: Click Here